2011-2012 residency teacher certification handbook · · 2012-02-062011-2012 residency teacher...
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1
2011-2012
Residency Teacher
Certification Handbook Service, Leadership,
Competence, Character
Dean for School of Education Rick Eigenbrood, Ph.D.
(206) 281-2710 eigend@spu.edu
Alternative Routes to Certification (ARC)
Program Director: Henry Algera, Ed.D.
(206) 281-2367 halgera@spu.edu
Master of Arts in Teaching (MAT)
Program Director: Richard Scheuerman, Ph.D.
(206) 281-2186 scheur@spu.edu
Undergraduate and Post-Baccalaureate
Certification Program
Program Director: Kristine Gritter, Ph.D.
(206) 281-2323 grittk@spu.edu
Field Placement and School Partnerships
Program Director: Bill Safstrom
(206) 281-2372 safstw@spu.edu
Placement Coordinator: Lois Scheuerman
(206) 281-2382 scheul@spu.edu
School of Education
3307 Third Ave. W.
Seattle, WA 98119
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TABLE OF CONTENTS
Program Overview About the School of Education 7
School of Education Mission Statement 8
Conceptual Framework 8
The Four Commitments of the Conceptual Framework 8
Competencies and Outcomes in Teacher Education 9
Program Descriptions 13
Co-Teaching Overview 13
Undergraduate and Post-Baccalaureate Residency Teacher Certification 14
Christian Faith Expectations 16
Suggested Schedules for Observation and Teaching 16
Master of Arts in Teaching (MAT) 17
Program Course Sequence____________________________________________ 19
Alternative Routes to Certification (ARC) __________________________________ 22
Program Course Sequence __________________________________________ 25
Washington State & Seattle Pacific University Certification Standards and Policies Teacher Certification Information 31
Washington Educator Skills Test (WEST-B; WEST-E) 32
Washington State Residency Certification Standards 33
Seattle Pacific University Policies 36
Diversity Goal for Field Placements 36
Grade Expectations 36
University Level Appeal Policies 36
Roles and Responsibilities Introduction to the Teaching Internship_____________________________________ 39
The Co-Teaching Internship______________________________________________ 40
The Teacher candidate – Roles and Responsibilities 43
Observations of Extra-Curricular Activities 47
Checklist for Specific Internship Tasks 48
The Mentor Teacher – Roles and Responsibilities 52
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Suggested Checklist for Mentor Teacher 54
Responsibility for the Letter of Recommendation 56
The University Coordinator – Roles and Responsibilities 57
Undergraduate/Post-baccalaureate Internship Requirements Checksheet 59
Master of Arts in Teaching (MAT) Internship Requirements Checksheet 61
Alternate Routes to Certification (ARC) Internship Requirements Checksheet 63
Evaluation Co-Teaching: An Internship Model for the Teacher Candidate___________________ 67
Evaluation 71
Informal Conferences ________________________________________________ 71
Lesson Analysis ____________________________________________________ 71
Self-Evaluation 71
Formal Evaluation 72
Teacher Performance Assessment (TPA) 73
Draft Professional Development Plan 73
Internship Grading Policy 74
Disposition Assessment 75
bPortfolio Documenting Performance - The bPortfolio _________________________________ 79
bPortfolio Set-up and Design Checklist _____________________________________ 80
bPortfolio Development, Submission and Assessment Procedures ________________ 83
Basic Education Act: Teaching & Learning in Washington State Basic Education Act: Teaching and Learning 85
Internship Policies Governing Policies of the Internship 87
Code of Ethics 87
Specific Policies Relating to the Internship 91
Placement Policies __________________________________________________ 91
Absence from the Internship 96
Internship Completion 97
The Center for Career & Calling and Job Search Activities 99
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Forms Classroom and Student Characteristics _____________________________________ 103
Written Lesson Plan Template ____________________________________________ 104
Minimum Expectations for Success in Lesson Planning ________________________ 106
Lesson Plan Rationale ___________________________________________________ 108
Dispositions Assessment Summary ________________________________________ 109
Full-Time Teaching Lesson Plan Format Template ___________________________ 110
Draft Professional Development Plan ______________________________________ 111
Notebook Organization __________________________________________________ 114
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ABOUT THE SCHOOL OF EDUCATION
Seattle Pacific College established a Normal Training School in 1921 to prepare individuals to
become teachers. Progress was made quickly and the two-year Normal Training School was
approved by a joint committee from the State Board of Education and the University of
Washington. A three-year Normal Training School was approved by the State Board of
Education in 1932 and fully accredited by the Northwest Association of Secondary and Higher
Schools the following year. The first Master of Education Degree was awarded at the end of the
1954-1955 academic year. The School of Education received accreditation by the National
Council for Accreditation of Teacher Education (NCATE) in 1964. In 1976, the continuing
education program was initiated when SPIRAL, a catalog of courses for the lifelong learner, was
mailed to 15,000 homes in the Greater Seattle area. Continuing its commitment to graduate
education, the doctoral degree program was begun in 1993 at the request of school
superintendents in the region, and the university's first online master's degree program was
established in 1999.
The original Normal Training School’s program has grown into today's School of Education,
offering an undergraduate and post-baccalaureate teacher certification program, five master's
degree programs, three graduate certification-only programs, and a doctoral degree in education.
An online program allows students anywhere in the world to earn a master's degree in
Curriculum & Instruction. Students in these programs prepare to become teachers, school
counselors, principals, school superintendents, school district office personnel, or professors in
higher education.
The School of Education recently received NCATE and the Washington Professional Educator
Standards Board approval for continuing accreditation. During its accreditation review in spring
2006, the School of Education was deemed the first and only school or college of education in
Washington to meet every state standard and their accompanying elements. The National
Council for Accreditation of Teacher Education (NCATE) approved continuing accreditation for
the unit for the maximum period of seven years.
The School of Education has earned a reputation for excellent undergraduate and graduate
programs, and is respected throughout the Puget Sound region for preparing high quality
educators. Programs in the School of Education set very high standards for students. Small
classes mean students actively participate in their own education, gaining confidence to achieve
their goals. In particular, residency certification from Seattle Pacific University identifies
individuals of significant academic achievement as teachers of integrity – a powerful
combination that opens doors to challenging careers, further study, and world service.
Given the University’s evolving identity as a premier, national, Christian university and its
vision of engaging the culture and changing the world, the School of Education seeks to elevate
how it addresses the University’s vision. In reading the story of King David, a Hebrew phrase in
2 Samuel 5:10 (halok v’gadol) describes David as having “a longer stride and a larger embrace”
upon adding Israel to his Kingdom. This is an opportune time for the School of Education to
consider an expanded vision – one that lengthens our stride and enlarges our embrace.
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SCHOOL OF EDUCATION MISSION STATEMENT
To prepare educators for service and leadership in schools, communities,
the nation and the world by developing their professional competence and
character through the framework of Christian faith and values.
CONCEPTUAL FRAMEWORK
The School of Education seeks to prepare teachers in a manner responsive to its unique nature: a
Christian university with a liberal arts heritage. The University’s clear Christian commitment
gives depth and perspective to classroom learning, balancing knowledge with values. The teacher
education program is designed and delivered in a manner that assists the teacher candidate in
exploring the relationship between their spiritual development and their profession.
The School of Education has adopted a conceptual framework for its professional education
programs that centers on four essential commitments of educators: service, leadership,
competence and character. The conceptual framework for the programs of the School of
Education provides an outline for operationalizing the mission of the University and of the
School of Education, forms the basis for program and course planning decisions for faculty, and
provides an explanation of the direction and goals of courses and programs to students and
external audiences.
The Four Commitments of the Conceptual Framework The School of Education mission statement includes four commitments that are informed by our
Christian faith and values: the commitment to service and leadership in the community, and the
commitment to competence and character. These four commitments form the essence of the
School of Education conceptual framework. All of these commitments are focused on the
professional and personal growth of our graduates, in the interest of a positive impact on the
learning and development of K-12 students. The four commitments of the School of Education
Conceptual Framework speak to the conception of educator as master of a particular discipline,
but also as a person who finds meaning and hope in a professional vocation; a “calling.” For this
reason, the commitments include professional competence, and leadership in one’s area of
responsibility, but they also include a commitment to character and to a larger vision of service
to the educational community and beyond. Through its integration of service, leadership,
competence and character, the School of Education’s mission captures the distinctiveness of
preparing Christian educators for 21st century.
Service Service for Seattle Pacific University is more than simply educating students. It is bringing
together Christian faith and educational objectives to meet the educational needs of the whole
community; working within the secular community in the service of Christ to meet the needs of
all. The Seattle Pacific University alumni volunteer rate of 80%, over 30% more than the general
population, points to the deep commitment to service, and the success of the School of Education
and the University in its emphasis on lifelong service.
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Leadership
Leadership for candidates in the School of Education acknowledges the responsibility of each
educator for the learning and growth of children. It is inspirational, but also participatory. It
includes demonstration of the ability to motivate and direct others, to create and support
principle-based ideas, to accomplish tasks in group situations, to help teams work toward goals,
and to manage them to completion.
Competence Competence is also deeply embedded in programs in the School of Education. It moves beyond
the lay definition of the term to encompass excellence and mastery. As demonstrated in Seattle
Pacific University intern evaluation sheets for pre-service teachers, school counselors, school
psychologists, principals and superintendents, teacher candidate competencies are evaluated on a
combination of academic and ethical standards. All teacher candidates, regardless of program,
participate in an evaluation process that includes input from self, the mentor teacher or
administrator, and the university coordinator. Knowledge, skills and dispositional behavior are
all addressed in intern evaluation forms.
Character Character is a commitment for programs and candidates in the School of Education that
acknowledges the dispositional implications of teaching and learning. Educators must be able to
motivate and lead people, they must have a heart for service to students and the community, and
they must be able to demonstrate significant professional expertise. All of these should occur
within a framework of strong personal values and support for the explicit and implicit ethical
standards for professional educators.
COMPETENCIES AND OUTCOMES IN TEACHER EDUCATION
The commitment of the programs in the School of Education to its mission is demonstrated in the
set of program goals which provide targets for the themes of the mission statement. The program
goals for residency teacher certification articulate expectations for beginning teachers as they
relate to the mission of Seattle Pacific University, the School of Education mission, state
guidelines for teacher education programs, Washington State’s Essential Academic Learning
Requirements (EALRs), the National Council for Accreditation of Teacher Education (NCATE)
and the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, and
the professional literature that supports the field of education. These goals are achieved through
coursework, various course activities, assessments, and internship experiences.
Residency Certification Competencies The residency certification program goals are expressed in our Principles of HOPE, a set of
categories of competence that provide headings for groupings of the state residency certification
standards outlined in the Washington Administrative Code (WAC 181-78A-270). The Principles
of HOPE are carefully aligned to the School of Education Conceptual Framework, and are
distinctive to the SPU residency certification programs.
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Principles of HOPE
H – Honor student diversity, development and their right to learn.
O – Offer an organized and challenging curriculum.
P – Practice effective teaching: inquiry, planning, instruction & assessment.
E – Exemplify service to the teaching profession.
The Principles of Hope serve to instill a deeper sense of calling and responsibility to the teaching
profession in our teacher-candidates. By aligning their work and demonstration of competency to
the these principles, those involved in all programs could potentially better understand the
profound responsibility and purpose behind teaching (James 3:1); one that acknowledges our
efforts in the classroom as a means of bringing HOPE to each other, our teacher-candidates and
their students.
More specifically, the Principles of HOPE provide a vision of effective teaching:
H – Honor student diversity, development and their right to learn.
Teacher-candidates positively impact student learning by…
Honoring student diversity and development,
Honoring student access to content material,
Honoring the classroom/school community as a milieu for learning,
Honoring family/community involvement in the learning process, and
Honoring student potential for roles in the greater society.
O – Offer an organized and challenging curriculum.
Teacher-candidates positively impact student learning by …
Offering an organized curriculum aligned to standards and outcomes, and
Offering appropriate challenge in the content area society.
P – Practice effective teaching: inquiry, planning, instruction & assessment.
Teacher-candidates positively impact student learning by …
Practicing intentional inquiry and planning for instruction,
Practicing differentiated instruction,
Practicing standards-based assessment, and
Practicing the integration of appropriate technology with instruction.
E – Exemplify service to the teaching profession.
Teacher-candidates positively impact student learning by …
Exemplifying professionally-informed, growth-centered practice,
Exemplifying collaboration within the school, and
Exemplifying an understanding of professional responsibilities and policies.
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Supplementary Graduate Residency Certification Competencies The graduate programs in residency teacher certification at Seattle Pacific University include the
Master of Arts in Teaching (MAT) program and the Alternative Routes to Certification (ARC)
program. They serve a unique audience of teacher candidates who are often experienced in their
area of endorsement and are seeking an advanced level of skill, knowledge and aptitude. In
addition to the above-mentioned residency certification competencies, both graduate programs
affirm the following set of general goals, which are included in the syllabi for courses and
discussed in class.
1. Foundational Knowledge and Skills: Articulate key philosophies, theories, concepts,
values, principles, and facts and demonstrate the essential skills that underlie the content
of the professional discipline and vocational goal for which you are being prepared.
2. Leadership: Demonstrate the ability to motivate and direct others, to create and support
principle-based ideas, to accomplish tasks in group situations, and to help teams achieve
goals. Demonstrate the ability to manage them to completion.
3. Communication: Demonstrate the ability to listen, speak, read, and write with integrity
and effect using traditional and new media. Make connections that create meaning
between yourself and your audience.
4. Analysis & Problem Solving: Demonstrate the ability to separate an idea or incident into
its component parts. Individually, or as part of a team use values and the skills of the
discipline for developing a theory or solution, and evaluate its effectiveness.
5. Professionalism: Demonstrate a commitment to vocational integrity, the goals of the
discipline, activity in the professional community, and continued professional
development.
6. Impact on Student Learning: Demonstrate the ability to design, implement and evaluate
programs, activities or lessons appropriate to the professional role for which you are
being prepared that have a measurable direct and/or indirect positive impact on student
learning.
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Residency Certification Program Standards and Competencies The table below links the fours commitments of the School of Education Mission Statement, the
eight residency competency categories, and the six supplementary graduate residency
certification competencies.
COMPETENCE
Residency Certification Categories I, II, III, IV, V, VII
Graduate Goal Categories 1, 3, 4, 6
CHARACTER
Residency Certification Categories I, VI
Graduate Goal Categories 5
SERVICE
Residency Certification Categories VI, VIII
Graduate Goal Categories 2
LEADERSHIP
Residency Certification Categories VII, VIII
Graduate Goal Categories 2
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PROGRAM DESCRIPTIONS
The teacher education programs at Seattle Pacific University are a blend of theoretical and
practical studies integrated with its mission. The School of Education is committed to quality
teacher education programming that exemplifies the high personal standards of individuals who
have a strong commitment to serve in the teaching profession. Detailed descriptions listing all
entrance and prerequisite requirements for each program as well as relevant course descriptions
are available through the School of Education and SPU websites.
Co-Teaching Overview for Internship
Internships are based on the “Co-Teaching” Model (pages 61-65). The table below is meant to
serve as a guide in the planning and implementation of the internship for the teacher candidate.
Teacher Candidate responsibility during the internship
Teacher Candidate supports the classroom using a variety of co-teaching strategies throughout
the internship.
The cooperating teacher will plan 100% of the
lessons at the beginning of the internship.
By the halfway point of the internship
the teacher candidate will be planning
half of the daily lessons.
By the end of the internship the teacher
candidate will plan 100% of the lessons.
Start Mid Term Final
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Undergraduate and Post-Baccalaureate
Residency Teacher Certification
The professional program leading to a residency teaching certificate at Seattle Pacific University
for undergraduate and post-baccalaureate teacher candidates consists of three parts:
1. Foundations Unit and Methods Courses – The Foundations and Methods quarters
consist of the theory and background of teaching with limited application.
2. Skills Courses – The skills courses are non-blocked requirements that support the
methods courses.
3. Applications Courses – The application courses in the Integrated and Internship quarters
focus on applying the theory and background learned in the Foundations and Methods
quarters.
Foundations Quarter The structure of the undergraduate and post-baccalaureate teacher education program supports
the idea of a developmental approach to teacher preparation. In the first segment of the program,
an emphasis is placed on the acquisition of a broad base of knowledge through the general
education requirements of the University, the human growth and development requirement, and
the foundational phase of the teacher education program. This stage provides an introduction to
the foundations of education, an opportunity for volunteer exploration in the field of education,
and self-reflection experiences. Teacher candidates have the opportunity for field experiences
through a service learning experience in a classroom setting. The emphasis is on acquiring a
broad base of foundational knowledge along with an opportunity to observe and experience this
foundational theory being played out in classroom settings. Teacher candidates are required to
reflect on the application of theory in practice through discussion and in writing.
Methods Quarter During the middle phase of the program, teacher candidates acquire a broad range of subject
matter (both content and methods) through program requirements for a subject matter major, and
through their general methods and subject area methods courses. The focus is on subject matter
along with opportunity to apply learning in the school setting. Teacher candidates apply both
content and methodology in a focused classroom teaching experience.
Integrated Quarter and Internship Quarter In the final application phase of the program, teacher candidates have the opportunity to
synthesize knowledge of educational foundations, subject matter, methodology, classroom
management, assessment, and aspects of student development and diversity in a two-quarter
teaching experience. Teacher candidates also participate in a seminar during the internship
quarter and attend a weekly capstone course that provides opportunity to reflect through
discussion and writing on the professional and ethical aspects of being a classroom teacher.
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Elementary Program Overview
Foundations
Quarter Methods Quarter Integrated Quarter Internship Quarter
Introduction to
Education
Foundations and
Educational
Psychology
Diversity and the
Classroom
Classroom
Management
Reading Methods
Math Methods I
Lab Experience
Strategies for
Diverse Learning
Interventions for
Struggling
Readers
Math Methods II
Social Studies
Methods
Science Methods
Elementary
Internship A
Elementary
Internship B (full
time in the school)
Integration &
Technology for
Elementary
Teachers
Teacher as Person
(capstone course)
Secondary Program Overview
Foundations
Quarter Methods Quarter Integrated Quarter Internship Quarter
Introduction to
Education
Foundations and
Educational
Psychology
Diversity and the
Classroom
Classroom
Management
Subject Methods
Lab Experience
Strategies for
Diverse Learning
Secondary
Internship A
Secondary
Internship B (full
time in the school)
Integration &
Technology for
Secondary
Teachers
Teacher as Person
(capstone class)
K-12 Program Overview Teacher candidates seeking endorsements in the K-12 endorsements such as music (general,
instrumental, choral), visual arts, theater arts, or health/fitness, are assigned to internships in
these specialties for two quarters – one quarter at the elementary level and one quarter at the
secondary level.
Professional Education Preparation and Screening By the end of the Methods Quarter, teacher candidates will have completed the following
courses: Introduction to Education, Foundations and Educational Psychology, Diversity and the
Classroom, and various methods classes. They will have also completed a service learning
experience and a one-quarter, 50-hour field experience in a classroom setting. In addition to
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meeting the academic requirements for these courses, teacher candidates must receive favorable
evaluations and recommendations from the field experience, on the disposition assessment, and
from the instructors in the foundational courses. Instructors and field supervisors use a set of
academic and professional competencies to make this determination. The teacher candidates
must also have met the criteria for entrance to the School of Education that include passing all
sections of the WEST-B (reading, mathematics and writing), along with an acceptable
cumulative GPA. In addition, teacher candidates must pass the WEST-E before their internship
placement interview. The WEST-E needs to be scheduled and passed at least one quarter before
the teacher candidate plans to do their Integrated Quarter as placement interviews are not
scheduled until a student has earned a passing score(s) on the WEST-E.
Christian Faith Expectations Seattle Pacific University embraces the commitment that all faculty, staff and students will
explore the meaning and implications of the Christian faith for our lives, academic disciplines
and the world. Recognizing that our students come from a broad variety of religious traditions,
we seek simultaneously to honor that diversity and individual freedom, while at the same time
expecting all students to explore the meaning and implications of the Christian faith.
Suggested Schedules for Observation and Teaching Although each teacher candidate will differ in readiness to assume responsibility for various
teaching tasks, a flexible guide may help the mentor teacher and the teacher candidate plan a
teaching schedule for the internship. The university coordinator will assist in developing an
individual program when questions arise. Please note the following:
The accelerated 10-week schedules for K-12 music (general, choral, and/or instrumental,
visual arts, theater arts, and health & fitness teacher candidates should be developed
cooperatively between mentor teacher, teacher candidate, and university coordinator.
Written lesson plans are required for all assigned teaching responsibilities, including
tutoring and small group instruction. Permission to use the abbreviated formats for lesson
planning is given by the university coordinator in consultation with the mentor teacher.
The terms “lead” and “support” teacher suggest the concept of teamwork in the co-teaching
model which guides the internship. The term “lead teacher” is defined as the person who
assumes major responsibility for planning and assigning tasks to others such as the support
teacher, teacher aids, parent volunteers, etc. The “support teacher” works under the direction of
the lead teacher yet assumes responsibility as competency is gained.
In a co-teaching model as outlined in the following schedules, the mentor teacher serves as lead
teacher during the first weeks, with the teacher candidate serving as support teacher. During the
intensive phase of the experience, the roles are reversed as responsibilities are gradually
transferred to the teacher candidate.
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Master of Arts in Teaching
The Master of Arts in Teaching (MAT) degree integrates elementary or secondary residency
teacher certification within a master’s program. It is a special package of graduate courses which
provide K-8 elementary or 5-12 secondary subject area teacher certification. Satisfactory
completion of the certification component of the MAT program will qualify an individual for a
residency teaching certificate. There are 15 credits of non-certification classes that complete the
Master’s degree portion of the MAT.
The purpose of the MAT program is to prepare individuals who enter the program with a
baccalaureate degree in a field other than education to become teachers. The MAT program has
an emphasis on entry requirements to the teaching profession and assumes that applicants will
have strong educational proficiencies including academic background, communication skills, and
intellectual potential necessary to earn an endorsement(s) in a content area(s).
The program provides prospective teachers with the content and skills necessary to be an
effective educator and to meet the Washington Education Reform Act of 1993 and the federal
“No Child Left Behind” definition of a “highly qualified teacher.” The MAT program has been
developed to provide academic and practical experiences for teacher candidate to successfully
meet the challenges of classroom teaching in public and private educational settings.
Because of the many educational benefits of collaborative and cooperative learning associations,
the program uses a cohort approach for the class-based courses. Teacher candidates are expected
to proceed as a “learning community” through a defined sequence of eight quarters (two years
including summers). The MAT program begins once each year and is designed to be completed
on a part-time basis. One or two late afternoon/evening classes are usually taken each quarter (4-
6 credits). During summer term, courses meet in the morning or afternoon.
The certification component can be completed in two years; the master’s component may be
completed after the teacher candidate has begun his or her teaching career, or it may be done
concurrently with the certification component. The School of Education (SOE) recommends
teacher candidates complete the master’s component of the MAT later in the program so they
may benefit from the cohort model (taking and completing classes together as a group). This
approach also provides more flexibility in scheduling for teacher candidates as they will have
completed most upper level course restrictions through the required classes in the certification
component.
In addition to meeting the academic requirements for these courses, teacher candidates must
receive favorable evaluations and recommendations relating to pedagogical skills and
dispositions from the field experiences and from course instructors. Instructors and field
supervisors use a set of academic and professional competencies, including the Washington State
Pedagogy Performance Assessment, to make this determination.
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School-based preparation in the MAT program includes the following experiences:
Field Experience is completed during the day in the first Spring Quarter, which consists
of approximately six hours per week observing and assisting in a public school
classroom. This experience is taken in conjunction with an arranged seminar to discuss
professional issues and other topics related to the field experience. The SOE encourages
teacher candidates to arrange their own initial site experience, but if teacher candidates
find this process difficult, a site can be arranged through the Placement Office.
September Experience takes place at a school site during the opening week of school
prior to Autumn Quarter of the second year. This experience is designed to familiarize
pre-service teachers with the opening of a school year, including faculty meetings,
preparation days, and in-service workshops that take place prior to the teacher
candidates’ arrival. Typically, the September Experience occurs at the same school as the
initial field experience.
Internship takes place in the winter and spring of the second year and involves a full day,
12-14 week supervised spring teaching experience in a classroom setting, where the
teacher candidate will function in a teaching capacity. This field experience is not
arranged by the teacher candidate, but, rather by the Placement Assistant in the School of
Education. Teacher candidates whose current employment interferes with the internship
hours must make arrangements to take a leave of absence from their other daytime
responsibilities. At the participant’s request, the internship may be completed in a private
school that is approved by both Seattle Pacific University and the state of Washington.
Participants in this program must hold an accredited bachelor’s degree, preferably with a major
in a state recognized endorsement area and meet all residency certification requirements.
Applicants who hold a bachelor’s degree in a non-endorsement area, or who want to pursue an
endorsement in a content area other than their bachelor’s major field of study may need to take
additional courses to meet the content requirements in the desired endorsement area.
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2011-13 SPU Master of Arts in Teaching Course Sequence and Endorsements
Elementary (K-8) Secondary/Middle (5-12) Special Education
1 TESOL/ELL-ELA/Bilingual
WEST-E¹ reported by Sept. 1 and passed by December 31 of admission year (Special Education and ELL-ELA/Bilingual
candidates passed by August 31 of year two). As a general rule, elementary candidates are to have 30 credits in an endorsable
area and secondary candidates at least 20. P-12 endorsement candidates (e.g., music, art, health-fitness, 5-12 world language)
follow the secondary track plus the relevant methods courses listed on reverse. Candidates seeking a Bilingual endorsement
follow the Secondary ELL-ELA sequence but must add EDU 5186 Bilingual Education (3), while TESOL candidates take only
underlined courses (32 credits). M. Ed. Literacy candidates follow the elementary track but also take EDU 6975 Research and
substitute EDRD 6641 for EDU 6526. Italicized courses shown below are generally available online.
Summer I Option Summer I Option Summer I Requirement Summer I Requirement
Any 6000-level EDTC (3)* Any 6000-level EDTC (3)* Any 6000-level EDTC (3)* Any 6000-level EDTC (3)*
EDSP 6644 Exc Students (3)*EDU 5299 Intro to Linguistics (3,I)
-------------------------------------------------------------------------------------------------------------
Autumn I Autumn I Autumn I Autumn I
EDU 6918 Intro Tching (1) EDU 6918 Intro Tching (1) EDU 6918 Intro Tching (1) EDU 6918 Intro Tching (1)
EDU 6120 American Ed (3) EDU 6120 American Ed (3) EDU 6120 American Ed (3) EDU 6120 American Ed (3)
EDU 6133 Diversity (3) EDSP 6644 Exc/Inclusn (3)* EDSP 6646 Severe Dis (3)* EDSP 6644 Exc/Inclusion (3)*
Winter I Winter I Winter I Winter I
EDU 6526 Inst Stratgs (3)* EDU 6526 Inst Stratgs (3)* EDSP 6642 IEP’s (3) EDU 6526 Inst Stratgs (3)*
EDU 6132 Lrns in Cntxt (3) EDU 6133 Diversity (3) EDU 6132 Lrns in Cntxt (3) EDU 5633 Book Study: ESL (3)
WEST-E passed and continuation-bPortfolio (functionality) check2; fingerprinting reported by January 1.
Spring I Spring I Spring I Spring I
EDU 6989 Fld Exp/Issues (3) EDU 6989 Fld Exp/Issues (3) EDSP 6652 LD/ADHD (3) EDU 6989 Fld Exp/Issues (3)
EDU 6150 Gen Methods (3) EDU 6150 Gen Methods (3) EDSP 5653 Reading (3) EDU 5751 Mtds Lang Instr (3)
EDU 5775 English Structure (3)*
Summer I I Summer II Summer II Summer II
EDMA 6432 Math Mtds (3,I) EDU 6132 Lrns in Cntxt (3,I) EDMA Math Mtds (3,I) EDU 6132 Lrns in Cntxt (3)
EDU 6130 Clsrm Mgmt (3,I) EDU 6130 Clsrm Mgmt (3, I) EDSP 6657 Beh Mgmt (3,II) EDU 6130 Clrsm Mgmt (3,I)
EDSP 6644 Exc/Inclusn (3)³* EDCN 5858 Intrdis Curr (3)* EDU 5774 TESL/Bilingual Methods (3)
---------------------------------------------------------------------------------------------------------------
Autumn II Autumn II Autumn II Autumn II
EDU 6942 Sept Exp (1) EDU 6942 Sept Exp (1) EDU 6942 Sept Exp (1) EDU 6942 Sept Exp (1)
EDU 6362 Sci/Ma Mthds (3) EDRD 6530 Reading (3) EDSP 6651 Assesmnt (3) EDU 5750 Testing and Eval (3)
EDRD 6529 Readng Strat (3) EDU 6160 Apld Mthds (3) EDRD 6529 Readng Strat (3) EDU 5635 Rdng/Wrtng Mthds (3)
Second continuation and bPortfolio (formal assessment) check² by December 31 (Special Ed, ELL-E/LA/Bgl WEST-E passed)
Winter II
Winter II Winter II Winter II EDU 6946 Internship (6)2
EDU 6949 Internship (6)² EDU 6949 Internship (6)² EDU 6949 Internship (6)2 EDU 5832 Materials Selection (3)
EDU 6363 LA/SS/Arts (3) Various Content Mthds (3)3 EDSP 6648 Em Disorders (3) EDU 6361 Sec English Mthds (3)
Spring II Spring II Spring II Spring II
EDU 6949 Internship (9)4 EDU 6949 Internship (9)4 EDU 6949 Internship (9)4 EDU 6946 Internship (9)4
EDU 6139 Leadership (3) EDU 6139 Leadership (3) EDSP 6658 Issues (3) EDU 6139 Leadership (3)
Final bPortfolio assessment (May 15) and certification recommended by June 30.
Summer III Summer III Summer III Summer III
EDU 6085 Moral Issues (3)* EDU 6085 Moral Issues (3)* EDU 6085 Moral Issues (3)* EDU 6085 Moral Issues (3)*
EDCN 5858 Intrdis Curr (3,Sess I)* EDU 6982 Ed Inquiry (3, Sess I)*
Total Elem: 65 credits Secondary: 62 Music: 63/4 Art: 62 Spec Ed: 65 H/F: 65 FL: 62 TSL/ELL-ELA/BGL: 32/68/71
(An additional 15 credits beyond certification are required for the MA degree.)
1 classroom credit = 10 instructional hours, 1 practicum/experience credit = 20 hours
*Indicates required master’s component classes. EDTC 6431 Learning with Technology or other 6000 EDTC course may be
taken at any time during the program. A maximum of 12 graduate credits (or 9 from SPU) may transfer to the MAT program if
functionally identical to SPU master’s requirements. (No more than 6 credits of 5000-level courses with prior permission may be
taken.) Students who do not follow the MAT program sequence are responsible for obtaining enrollment permissions from
course professors although priority is given to students in other educational programs and such sections may be closed.
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¹For WEST schedules and information see http://www.west.nesinc.com. Provisional admission may be granted if required
coursework has not been met (financial aid is not applicable to such students); probational admission may be granted to
exceptionally qualified applicants without sufficient entrance examination scores (MAT: 385 or GRE: 950) or GPA (3.00 in last
45 qtr./30 sem. credits). Initial endorsement areas include elementary (P-8) education; general (P-12) special education, music
(general, choral, instrumental), health/fitness, visual arts; middle level (4-9) humanities; secondary (5-12) English/language arts,
world language (Spanish, French, “strategic”), secondary ELL-ELA, social studies, mathematics, and science (general,
chemistry, biology, physics, earth science). Methods courses required for certification in these areas appear below. A maximum of
two “related endorsement areas” can be arranged in the secondary MAT program. Related endorsements are General Science-
Biology-Chemistry-Earth Science-Physics; Mathematics-Physics-General Science; Social Studies-Middle Level Humanities-
English-Language Arts; English/Language Arts-French-Spanish; and Secondary ELL-ELA-Bilingual-World Language. In
accordance with recent federal NCLB revisions, special education candidates are strongly advised to obtain status as “highly
qualified teachers,” which requires passing the WEST-E in either elementary education, or in a secondary core content area (e.g.,
mathematics, English). It is not possible, however, special education candidates to add additional endorsements until after
completion of the MAT program.
²Continuation checks involve acceptable disposition evaluations and overall 3.00 GPA minimum with all coursework above C-.
3Methods courses in K-12 specialty areas that are offered only at the undergraduate level are to be registered for graduate credit
as EDU 6900 Independent Study by completing the independent study form available in the School of Education office or online
through the SPU Student Academic Services department website’s forms rack. More than one methods course may be required in
some specialty areas (e.g., art, music, health/fitness) and these are not always offered annually so students seeking these
endorsements should consult department schedules and plan to enroll accordingly prior to internship.
4Spring internship (student teaching) takes place fulltime for 16 weeks beginning February 1 and ending June 1. Candidates
seeking dual endorsements for both elementary and special education certification teach 18 weeks from February 1 to June 15.
Secondary and K-12 Endorsement Area Methods Classes Candidates generally take at least one 3-credit methods course for any endorsement area. The schedule of some methods courses
varies depending on enrollment and may be offered in some departments during regular class hours; see online schedules and
program advisors for additional details.
Secondary Content Methods Classes:
EDU 6361 Secondary English (3) MUS 6503 General Music (3) Foreign Language:
EDU 6364 Secondary Social Studies (3) MUS 6504 Chorale Methods (2) EDU 6365 Methods of FLT (3) or
EDU 6363 Middle Level Humanities (3) MUS 6505 Instrumental Methods (2) EDU 5635 Methods of ESL (3)
EDU 6357 Secondary Mathematics (3) PES 5051 Physical Education (3) (+ passing ACTFL)
EDSC 6359 Secondary Science (3) ART 6546 Art Methods (3)
MAT Faculty and Staff Directory
Dr. Rick Eigenbrood, Dean (eigend@spu.edu) FCS: Dr. Sharlene Kato (skato@spu.edu )
Dr. Andrew Lumpe, Associate Dean (lumpea@spu.edu) Health/Fitness: Bud Turner (turnel@spu.edu )
Dr. Richard Scheuerman, MAT Chair (scheur@spu.edu) Music: Dr. Ramona Holmes (ramonaho@spu.edu )
Dr. Scott Beers, Associate Professor (sbeers@spu.edu) Special Ed: Dr. Debbie Hudson (dhudson1@spu.edu)
Program Advisors TESOL: Dr. Kathryn Bartholomew (kbarthol@spu.edu)
Art: Roger Feldman (rfeldman@spu.edu) Theatre Arts: Dr. Andrew Ryder (aryder@spu.edu)
ELL/Bilingual: Sherry Schneider (info@wal.org MAT English/LA/SS/Art: Dr. Gritter (grittk@spu.edu )
Elementary: Dr. Scott Beers (sbeers@spu.edu) MAT K-12 and Math/Science: Dr. Scheuerman
Course registration, schedules & petitions: Megan Hamshar, Graduate Programs Manager (mego@spu.edu)
Endorsements, certification & WEST-E: Dr. Greg Gelderman (geldeg@spu.edu) Transcripts & fingerprints: Kristi Oya
(oyak@spu.edu) Placement files, job fairs, & employment opportunities: Karen Altus (altusk@spu.edu ) Online learning &
bPortfolio: David Wicks (dwicks@spu.edu) Library services: Cindy Strong (clstrong@spu.edu ) Student teaching: Lois
Scheuerman (scheur@spu.edu) Financial Aid (including loans): Gloria Rizo (gloriar@spu.edu) Student accounts: Donna
McLynne (dmclynne@spu.edu)
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Suggested Schedules for Observation and Teaching
Although each teacher candidate will differ in readiness to assume responsibility for various
teaching tasks, a flexible guide may help the mentor teacher and the teacher candidate plan a
teaching schedule for the internship. The university coordinator will assist in developing an
individual program when questions arise. Teacher candidates should note that written lesson
plans are required for all assigned teaching responsibilities, including tutoring and small group
instruction.
The terms “lead” and “support” teacher suggest the concept of teamwork in the co-teaching
model which guides the internship. The term “lead teacher” is defined as the person who
assumes major responsibility for planning and assigning tasks to others such as the support
teacher, teacher aids, parent volunteers, etc. The “support teacher” works under the direction of
the lead teacher yet assumes responsibility as competency is gained.
In a co-teaching model the mentor teacher serves as lead teacher during the first weeks, with the
teacher candidate serving as support teacher. During the intensive phase of the experience, the
roles are reversed as responsibilities are gradually transferred to the teacher candidate.
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ALTERNATIVE ROUTES TO CERTIFICATION PROGRAM
The Alternative Routes to Certification (ARC) program at Seattle Pacific University integrates a
residency teacher certification program with a graduate degree, either i) the Master in Teaching
Math and Science (M.T.M.S.) degree for those pursuing an endorsement in mathematics and/or
the sciences, or ii) the Master of Arts in the elements of teaching (M.A.T.) degree for those
pursuing an endorsement in all other state-recognized areas. The ARC program is designed to
prepare students who already have a bachelor's degree to teach. The program is to be completed
on a full-time basis. Throughout the program, students receive a broad base of information about
education, the nature of students, society, and the teaching profession as a whole. In addition,
they gain skills and knowledge in the use of instructional and management strategies.
Qualification Details The ARC program at SPU recognizes the “alternative routes” to certification that have been identified by Professional Educator Standards Board of Washington (PESB; www.pesb.wa.gov) for individuals who possess a unique set of qualifications and wish to be certified to teach in a classroom. To qualify for the ARC program at SPU, students must meet one of the following criteria.
Route 2: Currently employed staff member (e.g. para-educator, instructional assistant, education aide) with a school district or private school; a minimum of one year of career-related experience; BA or BS or higher from a regionally accredited college. Route 3: Individuals not currently employed by a school district or private school; BA or BS or higher from a regionally accredited college. This is an ideal pathway for people considering a career change. Route 4: Teachers employed in a public school on a Conditional or Emergency Certificate or employed in a private school; BA or BS or higher from a regionally accredited college.
Participants in ARC program must hold an accredited bachelor’s degree, preferably with a major in a state-recognized endorsement area, and meet all residency certification requirements. Participants who hold a bachelor’s degree in a non-endorsement area, or who want to pursue an endorsement in a content area other than their bachelor’s major area of study may need to take additional courses to meet the content requirements in the desired endorsement area.
ARC Program Curriculum The ARC program is developmental in nature and addresses foundational knowledge in the field
of education, curriculum and instruction. The curriculum in this program is a blend of theoretical
and practical studies integrated with the mission of Seattle Pacific University.
The certification component of the program is a one-year, 45 graduate credits, internship-based
program of study leading to recommendation for Washington State Residency Certification. This
component consists of four elements.
In the Orientation Element of the program, students take courses that begin and end the
certification component of the curriculum: Introduction to Teaching during the first quarter of
enrollment, and Leadership in Teaching during the final quarter of enrollment.
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In the Foundations Element of the program, students receive a broad base of information about
education, the nature of students and society. Courses include Learners in Context, Diversity in
America and Professional Issues.
In the Application Element of the program, students acquire knowledge in the use of
instructional and management strategies through course requirements in teaching methods,
classroom management, and evaluation. Courses include Inquiry, Teaching and Assessment
Methods, Classroom Management and a course in educational technology.
In the Site Experiences Element students use their content and pedagogical knowledge and skill
in school site observation and internship teaching experiences. For their internship, ARC
students are paired with a mentor teacher and conduct supervised teaching in a school setting for
an entire school year (3 quarters, September - June, 5 days a week). To the extent that it is
possible, the ARC internship follows a CoTeaching model where a mentor teacher and an ARC
teacher-candidate are both actively involved and engaged in all aspects of instruction. As a team,
they share the planning, organization, delivery and assessment of instruction.
Instruction throughout the certification component takes place through traditional, online,
blended, and field-based courses. The traditional on-campus classes meet weekly and allow
students to benefit from in-person learning experiences and discussions. The online courses
allow students to engage in virtual learning and benefit from asynchronous discussion formats.
Blended courses integrate the best of both on-campus and online learning. Field-based classes
allow students to take concepts under consideration into the field and to study directly from their
internship site. During this time, they are required to carry out observations and engage
professionals in the field in meaningful, learning-focused discussions.
The MAT Degree All 45 credits of the secondary, K-12, (Art, Drama, Music, World Languages, Health/Fitness,
ELL), Special Education, or elementary (K-8) certification component transfer to the Master of
Arts in Teaching (MAT) degree. 15 additional graduate credits comprise the master’s component
of the degree. The master's component may be completed during the summer following the
certification component, or it may be completed after the candidate begins a teaching career.
Courses included as part of the master’s component:
EDU 6085 Moral Issues in Education (3 credits)
EDU 6120 American Education: Past & Present (3)
EDU 6526 Survey of Instructional Strategies (3)
EDSP 6644 Educating Exceptional Students (3)
One 3-credit elective
Students who enter the ARC program with a graduate degree from a regionally accredited
university will only need to complete the certification component and EDU 6085 to receive a
second master's degree.
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The MTMS Degree All 45 credits of the secondary math and sciences certification component transfer to the Master
in Teaching Math and Science (MTMS) degree. 15 additional graduate credits comprise the
master’s component of the degree. The master's component may be completed during the
summer following the certification component, or it may be completed after the candidate begins
a teaching career.
Courses included as part of the master’s component:
EDU 6978 Introduction to STEM Education Research (3 credits)
EDU 6085 Moral Issues in Education (3)
EDU 6120 American Education: Past & Present (3)
EDSP 6644 Educating Exceptional Students (3)
One 3-credit elective
Program Course Sequence The ARC program follows a cohort model. There are many educational benefits of collaborative
and cooperative learning and continued professional association with this model. As a result,
students admitted to the ARC program are expected to proceed through the program as a
“learning community” through a defined schedule and sequence. In addition to meeting the
academic requirements for the various courses, students must receive favorable evaluations and
recommendations from the field experience, the disposition assessment, and from the instructors
in the various courses. Instructors and field supervisors use a set of academic and professional
competencies including the Washington State Pedagogy Performance Assessment, to make this
determination.
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Secondary & K-12 (Art, Drama, Music, World Languages,
Health/Fitness, ELL)
(leading to the MAT degree)
Summer Autumn
On Campus
EDU 6918 – Introduction to
Teaching (4)
EDU 6150 – General Inquiry,
Teaching & Assessment Methods (3)
EDU 6130 – Classroom Management
(3)
EDU 6134 – Professional Issues (2)
On Campus
EDU 6133 – Diversity (3)
Online / In the Field
EDU 6132 – Learners in Context (3)
EDU 6160 – Applied Inquiry,
Teaching & Assessment Methods (3)
EDU 6945 – Internship (2)
Winter Spring
Online / In the Field
EDU 6136 – Content Area Methods
(3)
EDU 6945 – Internship (6)
On Campus
EDU 6139 – Leadership in Teaching
(3)
Online / In the Field
EDU 6945 – Internship (7)
Students need to register for a 3-credit educational technology class during the year.
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Special Education (K-12)
(leading to the MAT degree)
Summer Autumn
On Campus
EDU 6918 – Introduction to
Teaching (4)
EDU 6150 – General Inquiry,
Teaching & Assessment Methods (3)
EDSP 6657 – Behavior Management
(3)
EDU 6134 – Professional Issues (2)
On Campus
EDSP 6651 – Special Education
Assessment (3)
EDU 6133 – Diversity (3)
Online / In the Field
EDU 6945 – Internship (2)
Winter Spring
On Campus
EDSP 6642 – Individual Education
Programs (3)
EDSP 6652 – Seminar Learning
Disabilities & ADHD (3)
Online / In the Field
EDU 6945 – Internship (5)
On Campus
EDSP 6658 – Issues in Special
Education (3)
EDU 6139 – Leadership in Teaching
(3)
Online / In the Field
EDU 6945 – Internship (5)
Students need to register for a 3-credit educational technology class during the year.
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Elementary (K-8)
(leading to the MAT degree)
Summer Autumn
On Campus
EDU 6918 – Introduction to
Teaching (4)
EDU 6150 – General Inquiry,
Teaching & Assessment Methods (3)
EDU 6130 – Classroom Management
(3)
EDU 6134 – Professional Issues (2)
On Campus
EDRD 6529 – Teaching Reading:
Strategies of Instruction (3)
EDU 6133 – Diversity (3)
Online / In the Field
EDU 6132 – Learners in Context (3)
EDU 6945 – Internship (2)
Winter Spring
On Campus
EDMA 6432 – Elementary Math
Methods (3)
Online / In the Field
EDU 6136 – Content Area Methods
(3)
EDU 6945 – Internship (5)
On Campus
EDU 6139 – Leadership in Teaching
(3)
Online / In the Field
EDU 6945 – Internship (5)
Students need to register for a 3-credit educational technology class during the year.
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Secondary Math and/or Sciences
(leading to the MTMS degree)
Summer Autumn
On Campus
EDU 6918 – Introduction to
Teaching (4)
EDU 6170 – Inquiry, Teaching &
Assessment Methods for
Math/Science I (4)
EDU 6130 – Classroom Management
(3)
EDU 6134 – Professional Issues (2)
On Campus
EDU 6133 – Diversity (3)
EDU 6171 – Inquiry, Teaching &
Assessment Methods for
Math/Science II (3)
Online / In the Field
EDU 6132 – Learners in Context (3)
EDU 6945 – Internship (2)
Winter Spring
On Campus
EDU 6172 – Inquiry, Teaching &
Assessment Methods for
Math/Science III (2)
EDTC 6500 – Educational
Technology for Math & Science (3)
Online / In the Field
EDU 6945 – Internship (5)
On Campus
EDU 6171 – Inquiry, Teaching &
Assessment Methods for
Math/Science IV (2)
EDU 6139 – Leadership in Teaching
(3)
Online / In the Field
EDU 6945 – Internship (6)
Internship Schedules Route 2 Teacher-Candidates – Employed Instructional Assistants
The ARC program is fortunate to have some teacher-candidates who are in the special situation
of coming to their internship as an employed instructional assistant (IA). These Route 2 teacher-
candidates usually have numerous years of practical experience in the classroom. The ARC
program recognizes and applies this experience against the traditional internship requirements
that are usually mandated to demonstrate competency for an endorsement area. In each situation
some modifications of the typical internship do take place.
29
In general, and depending on the working arrangement with the school, most Route 2 teacher-
candidates complete their internship while remaining employed at the school. Occasionally,
some Route 2 teacher-candidates find it necessary to take a 4-6 week, unpaid leave from their job
to fulfill all their internship requirements. In either situation, all Route 2 teacher-candidates are
expected to fulfill their regular job requirements.
To the IA’s regular work load, and to the extent that it is possible, a Route 2 internship should
follow a CoTeaching Model where the mentor teacher and the IA-teacher-candidate are both
actively involved and engaged in all aspects of instruction. As a team, they share the planning,
organization, delivery and assessment of instruction. For Special Education Route 2 teacher-
candidates, this typically includes greater involvement in learning and/or co-administering the
IEP process for their students. For example, as the mentor deems it appropriate, Route 2 teacher-
candidates may be asked to take additional responsibility for planning and developing more
learning experiences for the case load. Perhaps they may be asked to be more involved in the
supervision of students, other IAs, etc. In essence, the additional responsibilities are meant to
provide a greater experience of what the mentor teacher accomplishes each day in the classroom.
This is why most Special Education Route 2 teacher-candidates put in longer school days than
their IA peers in the building.
Route 3 Teacher-Candidates
The typical Route 3 internship applies to most ARC teacher-candidates. To the extent that it is
possible, the Route 3 ARC internship follows a CoTeaching model where a mentor teacher and
an ARC teacher-candidate are both actively involved and engaged in all aspects of instruction.
As a team, they share the planning, organization, delivery and assessment of instruction.
Route 4 Teacher-Candidates – Conditionally-certified teachers or teachers in a private school
ARC teacher-candidates who are currently employed as the classroom teacher of record, either as
a conditionally certified teacher or in a private school, are expected to complete all the various
ARC internship requirements in addition to fulfilling their contracted teaching obligations. This
implies that some of their regular preparation periods that can be reserved for lesson planning or
classroom organization need to be dedicated to other internship-related requirements. For
example, all teacher-candidates are expected to carry out observations of other teachers in other
disciplines in order to gain an appreciation of their own emerging teaching style. While a Route
3 teacher-candidate will fulfill this requirement at any point during the day, a Route 4 teacher-
candidate can only use his or her prep period to fulfill this requirement. Route 4 teacher
candidates also do not have the advantage of having a mentor with them in the classroom at all
times. This means that common time needs to be set aside, either during a shared preparation
period or before or after school, for a regular meeting and debriefing.
The ARC program is required to identify at least one mentor teacher for each intern. Mentors of
Route 4 teacher-candidates are asked to help guide their interns throughout the year by serving as
a resource person, providing instructional assistance and offering encouragement. Ideally the
mentor should be a colleague from the same department at the school who can help with
discipline-specific teaching methodologies. Where this is not possible (as in a smaller school), it
would be wise to have a mentor with whom the Route 4 teacher-candidate feels comfortable and
from whom he/she would be able to learn.
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TEACHER CERTIFICATION INFORMATION
The teacher education program at Seattle Pacific University prepares candidates for certification
in the state of Washington. This program has been approved by the Washington State Board of
Education, accredited by the National Council of Teacher Education (NCATE), and approved by
other agencies such as the American Association of Colleges for Teacher Education.
Certificate and Endorsements A teacher’s certificate is issued by the state department of education and is a license to teach in
the state of Washington. A teacher’s first certificate is a Residency Teacher Certificate. The
certificate specifies what the endorsement area and grade levels the holder may teach, e.g.
Elementary Education K-8, Physics 5-12, Chorale Music P-12. Each certificate must have at
least one endorsement. Some endorsements are in greater demand than others, so a candidate
might want to pursue more than one endorsement to increase their marketability. Questions
regarding endorsement requirements can be answered by the Certification Officer in the School
of Education office.
Difference between Residency and Professional Certificates A Residency Teacher Certificate is the first level of certification and is issued upon completion
of a Bachelor’s degree and an approved program at a four-year college or university. A
Professional Teacher Certificate is required as the next step in the Washington State teacher
certification program and may be earned in multiple ways. Teachers should check the OSPI
website at http://www.k12.wa.us/ for the most current information and requirements for earning
a Professional Teaching Certificate.
Steps in the Certification Application Process
1. Successfully complete the WEST-B examination requirement (see next page).
2. Fingerprint clearance (within the last two years).
3. Complete all course and internship requirements for the certificate.
4. Successfully complete the WEST-E examination requirement (see next page).
5. Complete and submit the state application documents for the certificate.
6. Complete and submit application for any additional endorsements to be added at the time
the certificate is issued.
7. Submit all forms to the Certificate Coordinator, School of Education.
When the file is complete and there is verification that all requirements have been met, the SPU
School of Education Certification Office will order the certificate from Olympia. It will then be
mailed to the Certification Officer who will mail it to the candidate. It is imperative that all
teacher candidates keep the School of Education Certification Office informed of any address
changes and phone number changes.
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WASHINGTON EDUCATOR SKILLS TEST – BASIC (WEST-B)
The State of Washington requires all individuals pursuing a residency teaching certificate pass
the Washington Education Skills Test – Basic (WEST-B). The WEST-B consists of three
separate subtests: reading, mathematics, and writing. Undergraduate teacher candidate must pass
all three sections of the WEST-B test before beginning the Methods Quarter. ARC and MAT
students must pass WEST-B as a requirement for program admission. For information on test
locations, fees, registration, and study guides, please visit the WEST-B web site at
www.west.nesinc.com.
WASHINGTON EDUCATOR SKILLS TEST – ENDORSEMENT (WEST-E) The following endorsements may be earned at Seattle Pacific University
Bilingual Education
CTE: Family and Consumer Science
Designated Arts: Music-Choral
Designated Arts: Music-General
Designated Arts: Music-Instrumental
Designated Arts: Theater Arts
Designated Arts: Visual Arts
Designated Science: Biology
Designated Science: Chemistry
Designated Science: Earth & Space
Designated Science: Physics
Designated World Languages: French*
Designated World Languages: German*
Designated World Languages: Spanish*
Designated World Languages:
SPU supported*
Elementary Education (2 subtests)
English/Language Arts
English Language Learners (ELL)
Health and Fitness
History
Mathematics
Library Media
Middle Level Humanities (2 subtests)
Middle Level Math
Middle Level Science
Reading
Science
Special Education
Social Studies
Specialty Endorsement: **
Environmental and Sustainability
Education (Must be earned with
another endorsement.
Testing: Undergraduate students have two opportunities to pass both the WEST-B and the WEST-E.
After two unsuccessful attempts candidates are required to petition the Undergraduate Teacher
Certification Chair to be allowed to take the test a third time. Any student not achieving a passing score
on the WEST-B will not be admitted to the School of Education. Any student not passing the WEST-E
will not be allowed to continue in the Teacher Certification Program.
*Teacher candidates earning endorsements in Bilingual Education and/or Designated World Languages
must pass an Oral Proficiency Interview (OPI) and a Writing Proficiency Test (WPT) through ACTFL
(American Council on the Teaching of Foreign Languages) in addition to the appropriate WEST-E. These
tests, like the WEST-E, must also be completed at least ONE quarter prior to registering for Integrated
Quarter.
**Environmental & Sustainability Education must accompany another endorsement, most likely
Sciences or Social Studies. There is not a WEST-E for this endorsement. Contact Dr. Gregory
Gelderman, Certification Officer, if interested.
Important: Teacher candidates need to plan to pass the appropriate WEST-E tests(s) at least ONE quarter
prior to registering for Integrated Quarter as passing scores must be received by SPU before teacher
candidates will be given permission to register for Integrated Quarter
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WA STATE RESIDENCY CERTIFICATION STANDARDS
A teacher certification program in the state of Washington requires that all candidates for
certification know and demonstrate the content, pedagogical, and professional knowledge and
skills required for the residency certificate and the area of endorsement in compliance with the
provision of WAC 181-78A-270 – Knowledge and Skills. These are to reflect the state's learning
goals and essential academic learning requirements, and are necessary to help all students learn.
(WAC 181-78A-220(5))
Building on the mission to prepare educators who demonstrate a positive impact on student
learning* based on the Improvement of Student Achievement Act of 1993, teacher- and student-
based evidence is to be evaluated upon completion of a well-planned sequence of courses and/or
experiences in which candidates acquire and apply the knowledge and skills articulated in WAC
181-78A-270.
The certification standards articulated in WAC181-78A-270 are expressed in the SPU Principles
of HOPE.
Principles of HOPE
H – Honor student diversity, development and their right to learn.
O – Offer an organized and challenging curriculum.
P – Practice effective teaching: inquiry, planning, instruction & assessment.
E – Exemplify service to the teaching profession.
* WAC 181-78A-010(8) – Definition of terms. A “positive impact on student learning" means that a teacher through instruction and assessment has been able to
document students' increased knowledge and/or demonstration of a skill or skills related to the state goals and/or
essential academic learning requirements (EALRs).
State Level Appeal Policies and Procedures
Appeal procedures for denial of certification beyond the university level and according to state
law can be found in the following Washington Administrative Codes (WAC):
WAC 181-79A-110 – Denial of application for certification or endorsement by approved
professional preparation training institutions.
WAC 181-86-140 Appeal – General.
Certification in Other States Most states issue certificates to persons who have completed a planned program that was
approved by the appropriate state certification agency where the college/university is located.
Thus, since the Washington State Professional Educator Standards Board has approved Seattle
Pacific University’s program, persons completing the program are usually eligible for
certification in other states. To apply for certification in another state, write to the State Office of
Certification in that state and ask for an application and the appropriate information. Wait until
all requirements for the degree and the Washington certificate have been completed to submit the
materials as directed.
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The SPU Principles of HOPE provide a vision of effective teaching:
H – Honor student diversity, development and their right to learn.
To demonstrate a positive impact on student learning, teacher-candidates…
H1 – Honor student diversity and development.
Teacher-candidates plan and/or adapt learner centered curricula that engage students in
a variety of culturally responsive, developmentally, and age appropriate strategies.
H2 – Honor student access to content material.
Teacher-candidates use multiple instructional strategies, including the principles of
second language acquisition, to address student academic language ability levels and
cultural and linguistic backgrounds.
H3 – Honor the classroom/school community as a milieu for learning.
Teacher-candidates implement classroom/school centered instruction, including
sheltered instruction that is connected to communities within the classroom and the
school, and includes knowledge and skills for working with others.
H4 – Honor family/community involvement in the learning process.
Teacher-candidates inform, involve, and collaborate with families/neighborhoods, and
communities in each student's educational process, including using information about
student cultural identity, achievement and performance.
H5 – Honor student potential for roles in the greater society.
Teacher-candidates prepare students to be responsible citizens for an environmentally
sustainable, globally interconnected, and diverse society.
O – Offer an organized and challenging curriculum.
To demonstrate a positive impact on student learning, teacher-candidates…
O1. – Offer an organized curriculum aligned to standards and outcomes.
Teacher-candidates align instruction to the learning standards and outcomes so all
students know the learning targets and their progress toward meeting them.
O2. – Offer appropriate challenge in the content area.
Teacher-candidates plan and/or adapt curricula that are standards driven so students
develop understanding and problem-solving expertise in the content area(s) using
reading, written and oral communication, and technology.
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P – Practice effective teaching: inquiry, planning, instruction & assessment.
To demonstrate a positive impact on student learning, teacher-candidates…
P1 – Practice intentional inquiry and planning for instruction.
Teacher-candidates plan and/or adapt standards-based curricula that are personalized to
the diverse needs of each student.
P2 – Practice differentiated instruction.
Teacher-candidates apply principles of differentiated instruction, including theories of
language acquisition, stages of language, and academic language development, in the
integration of subject matter across the content areas of reading, mathematical,
scientific, and aesthetic reasoning.
P3 – Practice standards-based assessment.
Teacher-candidates use standards-based assessment that is systematically analyzed
using multiple formative, summative, and self-assessment strategies to monitor and
improve instruction.
P4 – Practice the integration of appropriate technology with instruction.
Teacher-candidates use technology that is effectively integrated to create
technologically proficient learners.
E – Exemplify service to the teaching profession.
To demonstrate a positive impact on student learning, teacher-candidates…
E1 – Exemplify professionally-informed, growth-centered practice.
Teacher-candidates develop reflective, collaborative, professional growth-centered
practices through regularly evaluating the effects of his/her teaching through feedback
and reflection.
E2 – Exemplify collaboration within the school.
Teacher-candidates participate collaboratively and professionally in school activities
and using appropriate and respectful verbal and written communication.
E3 – Exemplify an understanding of professional responsibilities and policies.
Teacher-candidates demonstrate knowledge of professional, legal, and ethical
responsibilities and policies.
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SEATTLE PACIFIC UNIVERSITY POLICIES
Diversity Goal for Field Placements The School of Education’s commitment to diversity and social justice flows out of the Biblical
truth that all are created in the image of God and the Biblical mandate to be reconciled to God
and others. In obedience to this mandate and in celebration of God’s delight in diversity, the
School of Education seeks to break down walls that perpetuate social injustice. Faculty and staff
are to model a commitment to diversity and prepare teacher candidates to become instruments of
reconciliation. Faculty and staff are to pursue and advocate for social justice in scholarship,
teaching, and the content and skills imparted to teacher candidates. The School of Education
strives to strengthen its collaborative partnerships with P-12 schools, and especially with those
schools serving traditionally disenfranchised populations.
In particular, the residency certification teacher education program emphasizes that teaching is a
service field and believes that education can make a positive difference in individual lives of
students of all ethnic, racial, and cultural backgrounds as well as those with special needs. It is,
therefore, a goal for field experience placement to provide all teacher candidates with settings
where students of varied ethnic, racial, and cultural backgrounds are served. It is also a goal to
provide all candidates with placements where there are students who have been identified as
exceptional, including special education and highly capable students. These goals extend beyond
placement to the expectation that teacher candidates will demonstrate knowledge, skills, and
attitudes for serving diverse populations.
Grade Expectations Once admitted to the Teacher Certification Program, students are expected to maintain a
minimum 3.0 cumulative GPA. Students must earn at least a “B-” (3.0) grade in each lab and
internship course and at least a “C” grade in all other education courses.
University Level Appeal Policies Appeal procedures for Seattle Pacific University are outlined in the relevant undergraduate or
graduate program catalog.
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INTRODUCTION TO THE TEACHING INTERNSHIP
The teaching internship presents the opportunity for you to demonstrate skills learned previously
in courses and field experiences. It is anticipated that you will successfully meet the demands of
the classroom and the competencies identified in this handbook. The internship is a time for
polishing skills and refining your philosophy of managing a classroom as an effective learning
environment. It is also a time for you to demonstrate your knowledge of subject matter so that
you can successfully teach to the Washington State Essential Academic Learning Requirements
(EALRs).
The teaching internship is based on a co-teaching model. Throughout the internship, the teacher
candidate and the mentor teacher will work collaboratively in planning, teaching, and assessing
your students. The students in the classroom are the first consideration of the mentor teacher and
the teacher candidate. The teacher candidate is expected to work closely with the mentor teacher
to coordinate classroom activities and other responsibilities. Initially, the teacher candidate
serves in a support role to the mentor teacher, learning the routines and strategies that are part of
the classroom. As the teacher candidate progresses through the internship, he/she will move from
a support position to a lead role.
The teacher candidate expected to be involved in all duties normally required of a professional
educator. The teacher candidate should arrive when teachers are expected to arrive and stay until
teachers are allowed to leave. Additionally, teacher candidates should attend any activities that
would be expected of a classroom teacher, including after-school activities such as special
meetings or open house.
Successful teacher candidates contribute ideas and are willing to assist in accomplishing
whatever is necessary for an effective learning environment. It is not unusual for teacher
candidates to arrive earlier and to stay later than other school personnel; this is often necessary to
meet the demands of the teaching internship. Professional conduct and appearance are expected
of you and punctuality, thoroughness and a cooperative attitude are key ingredients to a
successful experience.
Objectives:
Teacher candidates will demonstrate:
1. Interpersonal, Ethical and Professional Behavior
2. Knowledge of Subject Matter
3. Knowledge of Teaching and Learning
4. Reflective Decision-Making
5. Appreciation for Individual Learners
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The Co-Teaching Internship The co-teaching internship is based on the belief that two educators working collaboratively in
the classroom can better meet the needs of learners while effectively preparing/mentoring the
teacher candidate in the successful completion of the internship. Therefore, throughout the
internship, the teacher candidate will be working with the mentor teacher to collaborate on
instruction. This approach significantly differs from the traditional model of teaching internships
where the teacher candidate solos for a significant portion of the internship. In co-teaching, the
teacher candidate and the mentor teacher plan together to meet the learning needs of the students
using a range of strategies described below. Highly effective schools depend on teacher
collaboration in its many forms, so developing such skills during the internship prepares the
teacher candidate for their future classroom and school.
This model is dependent on effective collaboration and communication between the teacher
candidate and mentor teacher. In the beginning, the mentor teacher takes primary responsibility
for planning while the teacher candidate serves in a support role. Gradually, those roles shift as
the teacher candidate takes on greater responsibility. In the planning process, the teacher
candidate will provide suggestions to the mentor teacher on the role he/she will play based on the
various collaborative models and the learning needs of the students.
Throughout this process, the mentor teacher and university coordinator will be assessing the
teacher candidate’s ability to take the lead role for the classroom and student learning. This lead
role will vary depending on individual growth and readiness of the teacher candidate. As a
general guideline, about 25% of the internship the teacher candidate will be in the lead role. In
some circumstances, more time will be allotted for the lead role and this will be based on the
professional judgment of the mentor teacher and university coordinator. To meet program
expectations, the teacher candidate must be ready and able to manage and teach effectively in
his/her own classroom in the professional judgment of the mentor teacher and university
coordinator.
As teacher candidates progress through the program they will have been introduced to some of
the co-teaching strategies. More strategies are listed below. As teacher candidates work with
their cooperating teachers, teacher candidates will determine the strategies that are most
appropriate for different learning situations in their setting. Teacher candidates will want to
become familiar with the various approaches and consider when and where they are best utilized.
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Co-Teaching Strategies
Strategy Definition/Application
One Teach,
One Observe
When using One Teach, One Observe, one teacher has primary instructional responsibility while the
other gathers specific observational information on student learning. The key to this strategy is to
focus the observation, so that the teacher doing the observation is observing specific behaviors. It
is important to remember that either (teacher candidate or mentor teacher) could take on both
roles.
One Teach,
One Assist
One Teach, One Assist is an extension of One Teach, One Observe. One teacher has primary
instructional responsibility while the other assists students with their work, monitors behaviors,
or corrects assignments. The assisting teacher often lends a voice to students or groups who
would hesitate to participate or add comments.
Station
Teaching
For Station Teaching, the co-teachers divide the instructional content into parts. Each teacher
instructs one of the groups. Groups then rotate or spend a designated amount of time at each
station. Often an independent station will be used along with the teacher-led stations.
Parallel
Teaching
In this approach, each teacher instructs half the students. The two teachers are addressing the
same instructional material, using the same teaching strategies. The greatest benefit to this
approach is the reduction of student-to-teacher ratio.
Supplemental
Teaching
This strategy allows one teacher to work with students at their expected grade level, while the
other teacher works with those students who need the information and/or materials re-taught,
extended or remediated.
Alternative
Teaching
Alternative Teaching strategies provide two different approaches to teaching the same information.
The learning outcome is the same for all students; however, the instructional approach is
different.
Team
Teaching
Well planned, team-taught lessons, exhibit an invisible flow of instruction with no prescribed
division of authority. It is not “taking turns teaching.” Using a Team Teaching strategy, both
teachers are actively involved in the lesson. From a student’s perspective, there is no clearly
defined leader – as both teachers share the instruction, are free to interject information, and
available to assist students and answer questions.
Adapted from TQE, St. Cloud State University 2009. Reprinted with permission.
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Suggested Teaching Schedule During the first week of the teaching internship, the teacher candidate will usually use the “one
teach, one observe” and “one teach, one assist” co-teaching strategies, in addition to helping the
mentor teacher in other ways as needed. However, it is important to note that each setting is
unique and this schedule may be modified to meet the needs of the classroom and internship
experience. During the second week, the teacher candidate and the mentor teacher should discuss
the best co-teaching strategies to employ throughout the teaching day, based on the teacher
candidate’s first full week of the internship. Throughout the internship the teacher candidate will
be actively involved in planning and assessment of student learning. Remember that complete,
written lesson plans are required for each lesson and must be approved by the mentor teacher
before the lesson is taught. If the teacher candidate is making satisfactory progress as determined
by the mentor teacher and university coordinator, abbreviated lesson plans may be used for the
teacher candidate’s planning. It is expected that the teacher candidate and mentor teacher will
develop a co-teaching plan that allows the teacher candidate to demonstrate all of the
competencies, including effective planning, instructional strategies, assessment, and classroom
management.
The teacher candidate will be expected to assume the lead teaching role for approximately 25%
of the teaching internship (provided that the mentor teacher and university coordinator are
confident that the teacher candidate has demonstrated competencies that prepare the teacher
candidate for his/her future classroom.) During the last week of the internship, the teacher
candidate should begin phasing out of full-time co-teaching. During this time the teacher
candidate should arrange to visit other classes and special programs to become acquainted with
other types of services and supports in the building or school district. In the last week the teacher
candidate will assist the mentor teacher as needed.
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THE TEACHER CANDIDATE – ROLES AND RESPONSIBILITIES
The teacher candidate is a learner who serves a role as a support teacher by observing, assisting,
and gradually assuming full teaching responsibilities. As more teaching and decision-making
responsibilities are assumed, the teacher candidate becomes the lead teacher. Although the
teacher candidate is a learner, it is important from the beginning for the teacher candidate to
convey a teacher image to school personnel and the students. Professional behavior and
competent performance of responsibilities help convey a teacher image. Here are a few
reminders for a successful internship:
Professional Responsibilities
The teacher candidate is expected to:
1. Realize that he/she is under the direction of both the mentor teacher and the university
coordinator and is required to accomplish the tasks that are assigned by them.
2. Contribute to the class by sharing ideas and actively supporting the mentor teacher and
others in the classroom and school setting.
3. Convey an interested and enthusiastic attitude regarding classroom/school activities.
4. Demonstrate professionalism by:
a. Accomplishing tasks thoroughly and on time.
b. Taking initiative where it is appropriate
c. Being dependable
d. Conveying a positive attitude of responsibility toward faculty meetings, parent-
teacher meetings, school programs, etc.
e. Being punctual to school, meetings, and appointments. This includes arriving
early and staying late.
f. Presenting a professional and appropriate appearance
5. Cooperate in arranging a conference time that is convenient for the mentor teacher in
order to talk about teaching methods and the students’ progress.
6. Teach using the co-teaching model and complete all assignments listed
7. Demonstrate interest by asking questions, seeking clarification, and offering suggestions.
8. Attend individual and/or small group sessions as called by the university coordinator.
9. Communicate regularly and openly with the university coordinator regarding the assigned
teaching schedule, progress being made, and problems as they may occur.
10. Demonstrate a willingness to implement improvements suggested by the mentor teacher
and/or university coordinator.
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Communication Responsibilities Successful internships are grounded in effective communication between the teacher candidate
and the mentor teacher. The teacher candidate is expected to:
1. Notify his/her mentor teacher and university coordinator of absence due to illness or
emergency. Both the university coordinator and the mentor teacher should be notified by
7:00 a.m. or by such a time as they request. Take the initiative to develop a plan with
the mentor teacher and university coordinator for any time missed during the internship.
2. Arrange for a conference time with the mentor teacher and university coordinator to discuss
each formal observation within 24 hours of that observation.
3. Submit to the university coordinator a weekly schedule for the following week (using e-mail
if needed).
4. Notify the university coordinator regarding any changes in the weekly schedule. This is to be
done during the week.
5. Complete all other communication requirements as requested by the mentor teacher, the
university coordinator and/or the university program chair.
Teaching and Planning
The teacher candidate is expected to:
1. Perform routine tasks planned by the mentor teacher that will enable the teacher
candidate to become acquainted with the students and accustomed to working with them.
2. Develop a classroom management plan during the first days of the internship. This should
include relevant seating charts.
3. Carefully articulate all course reviews, unit plans, lesson plans and assessments with state
and/or district competencies (e.g. EALRs and GLEs).
4. Write complete course overviews for each lesson preparation during the first days of the
internship.
5. Write complete unit plans and lesson plans according to the outlines given in the various
methods class.
a. Show these plans to the mentor teacher in time for the teacher candidate to receive
suggestions and make needed improvements before teaching.
b. Ask the mentor teacher to initial the plans to indicate approval.
c. Note that written plans are required for all teaching assignments, including partial
lessons.
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6. Submit a complete unit plan matrix and rationale to the mentor teacher before starting
each unit. In most cases write daily lesson plans in blocks of several days rather than on a
day-to-day basis.
7. At least one unit plan must be “from scratch” or independently developed at some point
in the internship. An independently developed unit is 10 or more lessons that the teacher
candidate develops without access to material prepared by the mentor teacher. The
teacher candidate should develop this unit plan by using textbooks and resources that are
available within the school and outside of the school.
8. Reflect on each lesson taught by writing regular evaluations of each lesson by using the
self-evaluation forms. (Teacher candidate can submit reflections to his/her coordinator.)
9. Develop at least one original assessment instrument for at least one unit. The assessment
instrument must be submitted to the mentor teacher for comments prior to its use, and
submitted to the university coordinator for evaluation after its use.
10. Keep a record of students’ performance in each class for which responsibility has been
assigned. The accepted format for this should be worked out with the cooperating
teacher.
11. Keep all course overviews, unit plans, lesson plans, and self-evaluations in a lesson plan
notebook (see below). Be sure to include any written comments or suggestions from the
mentor teacher and the university coordinator in this notebook for future reference and
make the notebook available to the university supervisor during each visit.
Writing Lesson Plans Lesson planning typically progresses through three stages:
1. At the beginning of the internship experience, and for special lessons throughout the
internship, it is expected that detailed written planning will be done using the SPU lesson
plan template.
2. As familiarity with a subject is gained, the teacher candidate can progress to a shortened
one-page format for each lesson. .
3. As the teacher candidate progresses to full-time planning, a shortened one-page weekly
form for each class can be used.
Note that permission to use the abbreviated formats for lesson planning is given by the university
coordinator in consultation with the mentor teacher. The various lesson plan templates are
included in the Forms section of this handbook.
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Lesson Plan Notebook Teacher candidates are expected to organize and label a lesson plan notebook that is to be made
available to the mentor teacher, university coordinator, and, if requested, building administrator.
Depending on subject areas, there may be a need for multiple lesson plan notebooks.
The lesson plan notebook is to have dividers for the various subjects taught and plans are to be
included in chronological order in each category. For each subject taught, the teacher candidate
is to keep a record of student performance. The format for this record will vary according to
subject, grade level, and preference of the mentor teacher and university coordinator. A section
of the lesson plan notebook is to be used for results of lesson observations made by the teacher
candidate. Another section should include written notes and evaluations from the mentor teacher
and the university coordinator. Self-evaluations may be included either after each lesson or in a
separate section.
Observations of Other Teachers All teacher candidates are expected to observe other classroom teachers during their internship
according to the minimum guidelines below:
Elementary undergraduate/
post-baccalaureate teacher candidates at least three (4) other classroom teachers
Secondary and K-12 undergraduate/
post-baccalaureate teacher candidates at least three (3) other classroom teachers*
MAT teacher candidates at least three (3) other classroom teachers*
ARC teacher candidates at least three (6) other classroom teachers*†
* For all teacher candidates pursuing a secondary or K-12 teaching endorsement, at least two of the observations are
to be of teachers who are teaching in areas outside of the teacher candidate’s endorsement area (i.e. elsewhere in
the school).
† ARC teacher candidates are advised to complete at least two of the six observations during winter quarter. ARC
coordinators will recommend a particular focus for these observations in order to address areas of growth.
For each observation, the teacher candidate is expected to:
1. Arrange the observations according to building policy and with the mentor teacher’s
assistance or recommendations.
2. Notify the university coordinator of all observations prior to doing them, by including
them on the weekly schedule.
3. Complete and submit a one-page, typed observation to the university coordinator.
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4. Suggested topics to discuss in the observation reports include how the teacher:
established rapport
taught routines
held attention of students
handled distractions and prevented problems from arising
managed equipment and materials
set standards for student performance
motivated the students to work on assignments
made effective transitions
kept the pace of the lesson flowing
provided for individual differences
evaluated performance of students
addressed any other concerns discussed with the teacher
Observations of Extra-Curricular Activities All teacher candidates are expected to observe extra-curricular student activities. These may
activities may include sporting events, concerts, plays, other social activities, etc. All
undergraduate/post-baccalaureate and MAT teacher candidates are expected to observe a
minimum of three (3) extra-curricular activities. All ARC teacher candidates are expected to
observe a minimum of six (6) extra-curricular activities. All teacher candidates pursuing a K-12
teaching endorsement are expected to fulfill this requirement while interning in either a middle
school, junior high school, or high school setting.
A separate reflection that includes the names and dates about the activity should be submitted to
the University Coordinator for each activity. Suggested topics to reflect upon in each report
include:
how the students:
o interacted with each other
o interacted differently than in the classroom
o interacted with teachers and other adults, including you
o participated in the activity (different roles)
how the activity was better or worse than the classroom environment
the variety of ways the students engaged in the activity
how your participation in the activity might be used to relate better to the students
in your classes
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Checklist for Specific Internship Tasks
The following is a checklist for referral throughout the internship. Depending on the length of the
internship, the intern will need to compress all of the following into his/her shorter schedule.
While the list is not all-inclusive of the many responsibilities interns have, it should serve as a
reminder for certain key areas.
ALL INTERNS ARE EXPECTED TO COMPLETE
EACH OF THE FOLLOWING TASKS
Before the Internship
Read the certification handbook and other material provided by the university.
Prepare the lesson plan notebook.
During the First Week of the Internship
Be available for an appointment with the university coordinator and the mentor teacher to
discuss internship procedures, the assumption of responsibilities, and to arrange a
tentative teaching schedule.
Obtain the home phone numbers of the mentor teacher and the university coordinator.
Collect the school phone numbers, school calendar, class schedules, and room locations.
Be sure to give copies to the university coordinator.
Begin placing all materials collected and written in the lesson plan notebook.
Request a work area and place to keep the lesson plan notebook, teaching materials, and
personal belongings.
Scan student texts and supplementary materials used in the classroom. If possible, obtain
copies of texts and teacher’s manual for the class(es).
Make a seating chart and learn students’ names.
Begin assuming routine, on-going responsibilities under the direction of the mentor
teacher.
Seek a mutually convenient regular conference time with the mentor teacher for:
o general planning
o evaluation of lessons
o sharing ideas
o problem solving
o support and encouragement
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Become familiar with the school’s physical layout and facilities.
Locate the faculty workrooms, restrooms, and lunchrooms.
Begin to explore various support services that are available on campus, such as:
o The library and/or media center
o Types of technology and services available (computers, video equipment, etc.),
curriculum materials request process, book and equipment check-out procedures
o Support personnel: office assistants, nurse, custodian, psychologist
o Special education and/or other academic support personnel
o District materials resources center
o District administrative office
Continue efforts to meet other school personnel.
Inquire about:
o School policy handbook
o Standard rules for student behavior and building discipline procedures
o Faculty meetings schedule
o Schedule for future evening or weekend events such as curriculum night, open
house, camp experience, extracurricular events, etc.
o Determine radio/TV stations that broadcast changes in school hours or closure.
Become familiar with school routines:
o School hours and attendance procedures for faculty and students
o Office procedures
o Copy procedures
o Mailboxes
o Care of classroom and facilities
o Telephone use
During the Initial Weeks of the Internship
Continue school and classroom observations. Keep all records on classroom sessions
observed in the lesson plan notebook.
Take notes on classroom schedule and routines.
Continue observing and identifying individual characteristics, strengths, and needs of the
students.
Complete a written Course Overview for each lesson preparation to be taught (all MAT
and ARC interns, and those undergraduate/post-baccalaureate interns pursuing a
secondary or K-12 teaching endorsement).
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Complete the six extra-curricular activities and reflection reports according to the
minimum guidelines above.
Throughout the Internship
Continue assuming teaching responsibilities according to the co-teaching schedule that
was determined with the mentor teacher and the university coordinator.
Keep unit plans and lesson plans up to date for each class as responsibility is assumed for
the class.
Seek regular conferences with the mentor teacher.
Self-evaluate lesson plans, performances, and interpersonal skills on a regular basis.
Submit Lesson Plans as requested/organized by the mentor teacher and university
coordinator.
Use the short lesson plan format and/or a weekly lesson plan format based on
conferencing with the university coordinator and the mentor teacher. Final decision to use
the abbreviated format rests with the university coordinator.
While Solo Teaching
Continue items listed above.
Keep unit plans and lesson plans up to date for each class taught.
Use short lesson plan format and/or a weekly lesson plan format based on conferencing
with the university coordinator and the mentor teacher.
Review previous evaluation information for purpose of improvement.
Maintain contact and submit any required documentation with the university coordinator
on a regular basis in order to get his/her approval of progress. All of the items on this
checklist must be completed in order to satisfactorily complete the internship.
Keep a list of major accomplishments, teaching strengths, and areas needing
improvement.
Mid-Term Evaluation
Prepare for mid-term formal showcase lesson evaluation by reviewing Teacher Pedagogy
Assessment (TPA) tools and the standards for teacher certification. Self-evaluate with
pencil notations on the evaluation form on scale of 1-4.
Participate in mid-term conference.
Set and record goals for the remainder of the internship.
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Final Evaluation
Prepare for the final formal showcase lesson evaluation by reviewing Teacher Pedagogy
Assessment tools and the standards for teacher certification. Self-evaluate with pencil
notations on the evaluation form on scale of 1-4.
Participate in final conference.
Draft a written summary of teaching strengths and significant contributions and
experiences. Cite specific examples of how the strengths were demonstrated and include
a list of special responsibilities taken (e.g. camp experience, extra days in the internship
beyond schedule, etc.)
Complete the “Internship Requirements Checklist”.
Submit four completed classroom observations (for undergraduate and post-baccalaureate
secondary, K-12, and MAT interns) to the university coordinator. ARC interns need to
submit six completed classroom observations.
Submit six completed extra-curricular activities reflection reports (for undergraduate and
post-baccalaureate secondary, K-12, MAT and ARC interns).
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THE MENTOR TEACHER – ROLES AND RESPONSIBILITIES
The mentor teacher has been selected by school and university administrators to work with an
intern because of an established record of successful teaching experience and a willingness to
work with a beginning teacher. A special dedication to the teaching profession has been
recognized in the mentor teacher as well as a willingness to share responsibility and recognition
with a beginner. To be selected to work with a student intern, mentor teachers will:
Possess a valid Washington teacher certificate.
Have a record of a minimum of three years of successful full-time teaching experience at
the current level or subject area.
Possess teaching skills that qualify the teacher to be a suitable model for an intern.
Possess classroom management skills that qualify the teacher to be a suitable model for
an intern.
Posses interpersonal and communication skills evidenced in positive working
relationships with others in the school.
Have the desire to work with a beginning teacher.
Be willing to invest time and effort for positive growth and development of another
teacher.
Understand that teaching competence develops over a period of time as the beginner
gains experience and confidence.
Be willing to give the intern gradually increasing teaching and management
responsibilities.
Be willing to share with the intern both responsibility and recognition for
accomplishment.
For the intern’s success to be optimum, the mentor teacher needs to be able to balance support
for the intern with enough freedom so that independence is possible. The amount of support and
assistance, while abundant at first, should be gradually decreased as the intern gains experience
and confidence. The mentor teacher serves as the teaching model for the intern. In this capacity,
the mentor teacher becomes the intern’s closest advisor.
Before the intern’s arrival, certain preparations can be made by the mentor teacher to establish an
atmosphere in which the intern can learn and grow professionally.
Preparing the Class. A discussion with the students will help prepare them for the intern’s
arrival. It is important that the students understand that this person is a teacher in a certification
program at a local university who will be working with the class for a certain period of time and
who is to be given as much respect as any other teacher. It is helpful to emphasize the team
teaching that will be possible with another teacher in the classroom. The additional teacher can
provide more help for individuals in the class and enriched educational opportunities.
Preparing for Early Conferences. Both the mentor teacher and the intern must have a clear
understanding of the intern’s role and responsibilities, and of the co-teaching process. Attention
should be given to the building procedures, schedule, and classroom routines in an early
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orientation. A folder of these items as well as a school policy handbook will facilitate the intern’s
initial understanding of policies and procedures.
The mentor teacher should provide a place in the classroom for the intern to keep books,
supplies, and other teaching materials. If possible, another teacher’s desk should be provided as
this not only helps classroom organization, but also communicates to the students that another
teacher will be working with them.
Considering the Parents. The parents should be informed that an intern will be participating in
the school’s instructional program. A newsletter could accomplish the purpose of announcing the
arrival of the intern and communicate the values of having the intern such as:
Providing additional individual assistance to students
Allowing more small group instruction
Reducing student-teacher ratio
Bringing new ideas to the classroom
Affording team teaching opportunities
It is important that the parents understand that the intern works under close supervision of the
mentor teacher and a qualified university coordinator. The mentor teacher may want to ask the
intern to write a paragraph or so of introduction for inclusion in a newsletter.
Specific Mentor Responsibilities Some specific responsibilities for the mentor teacher include the following:
1. Sharing information and materials.
2. Explaining to the intern the steps involved in the organization of the classroom at the
beginning of the school year. This includes the rules and procedures, how these were
determined, and how they are maintained.
3. Providing routine tasks for the intern during the first weeks (such as taking attendance,
doing the introduction of a lesson, working with individuals during practice times, etc.).
These will enable the intern to become better acquainted with the students and classroom
procedures, and can provide opportunities for early success.
4. Conferring with the intern on a daily basis to plan the teaching schedule.
5. Providing guidance for teaching assignments including content and techniques.
6. Allowing the intern to try some methods and techniques gained from other sources as the
intern becomes more confident and secure.
7. Previewing, suggesting revisions, and initialing the intern’s lesson plans so that they meet
the mentor’s approval prior to the actual teaching. Once the intern has demonstrated
sufficient proficiency is written lesson plan preparation, the mentor teacher and the
university coordinator will jointly give permission for shortening the lesson plan writing
procedure.
8. Giving constructive criticism with concrete, specific suggestions for improvement as well
as commendation. Written suggestions are encouraged and may be written on a triplicate
form provided by the university.
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9. Evaluating through frequent informal conferences with the intern and periodical formal
conferences, including the mid-term and final conferences, with the university
coordinator and intern.
10. Assisting the intern in arranging visits to other classrooms. Normally, these should take
place during the first few weeks of the internship.
Suggested Checklist for the Mentor Teacher Because of differences in schools, teachers, and students, each internship setting provides a
unique set of experiences. To ensure the best possible experiences for the intern and to reduce
misunderstandings and problems, the following suggestions and preparations may be helpful to
the mentor teacher in planning for and working with the intern. These can help establish an
atmosphere in which the intern can learn and grow professionally.
Before the intern arrives, the mentor teacher should:
Be ready to accept a beginning teacher in the room who will be sharing the challenges of
teaching as well as some of the rewards.
Read the Mentor Teacher Handbook and other material provided by the university.
Clarify his/her understanding and expectations of the intern’s role and responsibilities. It
is important to share this with the intern so that he/she can come to understand such
things as the mentor’s working style, how the intern is to fit into the program, and such
specific expectations as when lesson plans should be submitted for perusal.
During the first week of the internship the mentor teacher should:
Explain the school mission, philosophy, objectives, and other special features.
Find out about the intern’s interests and strengths so that the mentor teacher can draw
upon them and help build the intern’s positive image from the students’ perspective.
Provide a secure place in the classroom for the intern to keep books, supplies, other
teaching materials, and personal belongings. Perhaps an additional teacher’s desk or table
could be provided as this not only helps classroom organization, but also communicates
to the students that another teacher will be working with them.
Gather a set of textbooks that the intern will be using, including teacher manuals when
these are available.
Share his/her schedule, including special subjects/classes or programs that he/she will
teach.
Spend some time discussing building procedures, schedule, and classroom routines. A
folder of these items as well as a school policy handbook will facilitate the intern’s initial
understanding of policies and procedures. This folder could include:
o Arrival and departure times for teachers and students.
o Acceptable student behavior expectations for outside of the classroom.
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o Bus regulations and duties.
o Hall duty, lunchroom duty, noon duty, etc.
o Office routine, copying procedures, mailboxes, etc.
o Routine duties within the classroom:
Standard rules governing student behavior and behavior management
procedures
Attendance procedures
Use and care of the whiteboards/chalkboards and audiovisual equipment
Straightening furniture and placing chairs in proper place at dismissal time
Preparing the room for the next day
Explain any staff-specific policies: when and where faculty meetings are held; the policy
for coffee and providing treats in the teachers’ room; the policy for using the school
telephone for personal or school business.
Give a guided tour of the school including the lunchroom, restroom, teachers’ room and
other available facilities.
Show the intern where technology and audio-visual equipment is found. Inform the intern
how items can be obtained and any regulations for use.
Introduce the intern to teachers in neighboring rooms.
Introduce the Special Education teaching staff.
Introduce special consultants and other school personnel: secretary and other office staff,
custodians, school nurse, PE teacher, music teacher and others.
Introduce the intern to the librarian and ask the librarian to give the intern an orientation
to the library.
Give the intern a seating chart.
Arrange a specific time for a more formal, weekly conference with the intern.
When the intern initially meets the students, the mentor teacher should:
Introduce the intern in a way that will enhance his/her status. For example: “This is Miss
Smith who will be our second teacher (or co-teacher) this term. She has had experiences
that will be of special help in our work. We’re glad she is going to be with us.”
Encourage the intern to look for certain characteristics in students: responsiveness,
reticence, attentiveness, etc.
Encourage the intern to associate names with faces as quickly as possible (nametags may
be helpful, or a detailed seating chart would help the intern).
Invite the intern to participate actively, assisting individuals and working with the
teacher.
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To help make the teaching experiences more successful, the mentor teacher is expected to:
Set high standards and expect the intern to meet them.
Preview all of the intern’s lesson plans and insist that he/she submit them at least one day
before a particular lesson is taught. Out of preference, ask the intern to submit plans for
the forthcoming week on Thursday or Friday of each week.
o The mentor teacher should sign his/her initials on the intern’s lesson plans to
indicate approval prior to the actual teaching. The intern will be asked to share
these initialed plans with the university coordinator.
Determine if the intern’s record keeping procedures for students’ assessments and grades
are adequate and organized. Make suggestions that will improve the intern’s planning and
record keeping.
Evaluate the intern’s teaching performance for strengths and weaknesses and assist the
intern in self-evaluation.
Let the intern assume additional responsibilities gradually.
Realize that beginners make mistakes and help the intern accept responsibility for
mistakes that are made as a beginning teacher.
Refrain from criticizing the intern in front of the students, and if possible, refrain from
interrupting the intern’s lesson.
Give suggestions for improvement in private conferences.
Expect the intern to attend all professional meetings that are required of the teacher.
Provide guidance so that the intern develops good personal relationships with
administrators, coworkers, parents and students.
Build the intern’s self-confidence through sincere positive, specific reinforcement of his
or her developing skills.
Throughout the internship the mentor teacher is expected to:
Give the intern a sense of responsibility (ownership) for the classroom, possibly by
assigning on-going routine tasks, or by asking for suggestions on certain aspects of the
physical environment.
Give the intern the opportunity to practice writing on the whiteboard/chalkboard and
overhead transparencies.
Allow the intern to evaluate sets of papers and keep appropriate records.
Provide frequent and regular informal feedback on the intern’s progress with specific
information on strengths and needs.
Participate with the university coordinator and the intern in a mid-term and final
evaluation conference.
Write a letter of recommendation for the intern’s placement file using school or district
letterhead. Mentor teachers are expected to give their letter in a sealed envelope to the
university coordinator at the final evaluation conference.
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THE UNIVERSITY COORDINATOR – ROLE AND RESPONSIBILTIES
The Role of the University Coordinator as Teaching Faculty Many of the concepts essential to a quality teacher education experience cannot be taught well in
the university classroom. Limitations include time, individual student needs, lack of a “realistic”
environment, teacher candidate readiness, and level of need. In addition, because of the
developmental nature of the teacher education program, continued contact with Seattle Pacific
University faculty is essential. The role of the University Coordinator will continue to be revised
to support the Teacher Performance Assessment (TPA).
The university coordinator is the link between the university program and the field experience.
The university coordinator serves to endorse the gradual movement from form to function, the
expansion of the range of strategies, and the attempt to move to technical competence – beyond
mere competence to professional artistry. Throughout the internship, the university coordinator
can help the teacher candidate address unanticipated concerns and monitor emotional as well as
professional progress. As such, the coordinator is an instructor, advisor, and evaluator for the
teacher candidate, and a resource and support person for the mentor teacher.
General responsibilities that are expected to be met by the university coordinator include:
Be thoroughly familiar with all parts of the Residency Teacher Certification Handbook.
Provide an orientation session for the internship during Block II.
Conduct a seminar with the teacher candidate and the mentor teacher on co-teaching at
the beginning of the fulltime internship.
When special problems arise, facilitate the resolution of problems that may involve
conferences with the mentor teacher or other appropriate people. Assist in planning the
conference and in summarizing the results.
Observe teacher candidate performance and provide feedback to teacher candidate and
the mentor teacher.
Conduct two seminars during the internship that you are required to attend.
Confer with the mentor teacher (and building administrator as deemed necessary)
concerning the teacher candidate assignment, policy decisions that affect both the
university and the school, and any problems that may arise.
Conduct orientation sessions with mentor teachers and principals who are new to the
internship program.
Confer on a regular basis with the teacher candidate and the mentor teacher in regard to
scheduling, implementing, and evaluating the teacher candidate’s experience.
Visit the classroom regularly and communicate with the teacher candidate and mentor
teacher about such visits. The communication may be in the form of a conference or
written comments. Written comments are made in triplicate (one copy each for the
teacher candidate, mentor teacher, and university coordinator).
Provide advice and assistance to the teacher candidate and cooperating teacher as needed.
Report regularly on the teacher candidate’s progress and areas of concern to the relevant
teacher education program chair.
Determine the final grade for the internship in consultation with the mentor teacher.
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End-of-Internship Procedures for the University Coordinator During the final 1 - 2 weeks of the internship, the university coordinator should:
Arrange a formal evaluation conference with the teacher candidate and the mentor
teacher.
Administer the Pedagogy Performance Assessment and Dispositions Assessment.
Complete a letter of reference for the teacher candidate. Guidelines for the letter of
reference are provided in the Mentor section above.
Submit the teacher candidate’s folder to the Placement Office. This folder is to include
the following:
o Final internship grade. The appropriate teacher education program director will
enter this grade on the teacher candidate’s transcript.
o Original letters of reference (both the mentor’s and the coordinator’s letters).
o Pedagogy Performance Assessment results (computer-generated form)
o Final Dispositions Assessment results.
The following pages summarize internship requirements for teacher candidates, mentors and
University Coordinators by program.
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UNDERGRADUATE / POST-BACCALAUREATE INTERNSHIP
REQUIREMENTS CHECKSHEET
DESCRIPTION
RECOMMENDED COMPLETION
COOR-DINATOR INITIALS
COMPLETED
Fall / Winter Winter / Spring
Lesson Plan Notebook Set up October January
Yearly Course Overview for classes October January
Classroom Management Plan October January
Classroom and Student Characteristics
October January
Unit Plan Overview #1 October January
Teacher Observation Reflection #1 October January
Teacher Observation Reflection #2 November February
Teacher Observation Reflection #3 December March
Extra-curricular Activity Reflection #1 October January
Extra-curricular Activity Reflection #2 November February
Extra-curricular Activity Reflection #3 December March
Weekly Reflection – Blog post #1 Week 1 Week 1
Weekly Reflection – Blog post #2 Week 2 Week 2
Weekly Reflection – Blog post #3 Week 3 Week 3
Weekly Reflection – Blog post #4 Week 4 Week 4
Weekly Reflection – Blog post #5 Week 5 Week 5
Weekly Reflection – Blog post #6 Week 5 Week 5
Weekly Reflection – Blog post #7 Week 7 Week 7
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Weekly Reflection – Blog post #8-20 Weeks 8-20 Weeks 8-20
Co
-Te
ac
hin
g S
tra
teg
ies
One Teach One Observe (lead) October January
One Teach One Observe (observe)
October January
One Teach One Drift (lead) October January
One Teach One Drift (drift) October January
Station Teaching November February
Parallel Teaching November February
Supplemental Teaching December March
Alternative Teaching January April
Team Teaching January April
Soloing February May
Video(s) for evidence of student learning
January-March April-June
Unit Plan Overview #2 January April
Long form Lesson Plans October-December
January - March
Short form January-March
April-June
Original Visual Aid (power point) January February
April May
Videotape Classroom Lesson February May
Mentor-Coordinator Disposition Assessment
March June
Final Reflection – Integrated blog post March June
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MAT INTERNSHIP REQUIREMENTS CHECKSHEET
DESCRIPTION RECOMMENDED
COMPLETION
COMPLETED
Lesson Plan Notebook Set up February Week 1
Yearly Course Overview for classes February
Classroom Management Plan February Week 2
Unit Plan Overview #1 February
Teacher Observation Reflection #1 February
Teacher Observation Reflection #2 March
Teacher Observation Reflection #3 April
Classroom and Student Characteristics February
Extra-curricular Activity Reflection #1 February
Extra-curricular Activity Reflection #2 March
Extra-curricular Activity Reflection #3 April
Weekly Reflection – Blog post #1 Week 1
Weekly Reflection – Blog post #2 Week 2
Weekly Reflection – Blog post #3 Week 3
Weekly Reflection – Blog post #4 Week 4
Weekly Reflection – Blog post #5 Week 5
Weekly Reflection – Blog post #6 Week 6
Weekly Reflection – Blog post #7 Week 7
Weekly Reflection – Blog post #8 -14 Weeks 8 - 14
62
Co
-Te
ac
hin
g S
tra
teg
ies
One Teach One Observe (lead) February
One Teach One Observe (observe) February
One Teach One Drift (lead) February
One Teach One Drift (drift) February
Station Teaching March
Parallel Teaching March
Supplemental Teaching March
Alternative Teaching April
Team Teaching April
Soloing April
Long Form Lesson Plans Feb. – mid-Marcy
Unit Plan Overview #2 Mid-March
Short Form Lesson Plans Mid-March – May
Video(s) for evidence of student learning March - April
Original Visual Aid (power point) April
Videotape Classroom Lesson April
Mentor-Coordinator Disposition Assessment May
Final Reflection – Integrated blog post May
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ARC INTERNSHIP REQUIREMENTS CHECKSHEET
DESCRIPTION RECOMMENDED
COMPLETION
COMPLETED
Lesson Plan Notebook set up September
Yearly Course Overview for classes Mid-September
Classroom Management Plan Mid-September
Teacher Observation Reflection #1 September
Teacher Observation Reflection #2 September
Teacher Observation Reflection #3 September
Classroom and Student Characteristics September
Unit Plan Overview #1 October
Extra-curricular Activity Reflection #1 December
Extra-curricular Activity Reflection #2 December
Extra-curricular Activity Reflection #3 December
Weekly Reflection – Blog post #1 Week 1
Weekly Reflection – Blog post #2 Week 2
Weekly Reflection – Blog post #3 Week 3
Weekly Reflection – Blog post #4 Week 4
Weekly Reflection – Blog post #5 Week 5
Weekly Reflection – Blog post #6 Week 6
Weekly Reflection – Blog post #7 Week 7
Weekly Reflection – Blog post #8-#30 Weeks 8-30
Long Form Lesson Plans October-December
Video(s) for evidence of student learning December - May
Co - Te
ac hi
ng
St
rat
eg ies
One Teach One Observe (lead) October
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One Teach One Observe (observe) October
One Teach One Drift (lead) November
One Teach One Drift (drift) November
Station Teaching January
Parallel Teaching January
Supplemental Teaching February
Alternative Teaching February
Team Teaching March
Soloing April/May
Unit Plan Overview #2 January
Short Form Lesson Plans January - June
Original Visual Aid (power point) February-March
Videotape Classroom Lesson February-March
Teacher Observation Reflection #4 End of May
Teacher Observation Reflection #5 End of May
Teacher Observation Reflection #6 End of May
Extra-curricular Activity Reflection #4 End of May
Extra-curricular Activity Reflection #5 End of May
Extra-curricular Activity Reflection #6 End of May
Mentor-Coordinator Disposition Assessment April - June
Final Reflection – Integrated blog post June
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CO-TEACHING:
AN INTERNSHIP MODEL FOR SPU TEACHER-CANDIDATES
Introduction The student-teaching experience has long been the highlight of the teacher preparation program.
It is the time of apprenticeship and being mentored by strong, experienced classroom teachers for
preparation of the teacher-candidate to have their own classroom. Past practices during the
student-teaching experience have focused on the teacher-candidate spending their initial weeks
in silent observation and gradually assuming the role of teaching until they solo for the last
weeks of their experience. While the length and expectations of student-teaching vary widely
across programs, the traditional model has not changed significantly since the 1920’s (Guyton,
1990).
As there is a continued move toward accountability in education, it is critical that we prepare
tomorrow’s teachers with the best training for their increasingly diverse classrooms. Highly
effective teachers in today’s classroom find it advantageous to collaborate with other classroom
teachers, paraprofessionals, parent volunteers, special educators and community members to
meet the academic needs of their students (Brownell, 2002).
Background and History There are a variety of definitions for co-teaching. One definition is “two or more professionals
delivering substantive instruction to a diverse or blended group of students in a single physical
space” (Cook & Friend, 1995). The one that will be used for the purposes of this paper is “two
teachers (a cooperating teacher and a teacher-candidate) working together in a classroom with
group of students; sharing the planning, organization, delivery and assessment of instruction, as
well as the physical space” (Bacharach, Heck, & Dahlberg, 2006).
The history of co-teaching in U.S. Schools can be traced back to the 1960’s, when it was
popularized as an example of progressive education. In the 1970’s, co-teaching was advanced by
legislated school reforms and the need to modify instruction for a more diverse student
population. By the 1990’s, studies of the effectiveness of school-based collaborative activities,
with co-teaching as one model, appeared in the research and practice literature. Benefits included
improved academic and social skills of low-achieving students, improved attitudes and self-
concepts reported by students with disabilities and more positive peer relationships. The most
frequently mentioned drawback was the lack of staff development about co-teaching.
Federal legislative changes, such as those required by the Individuals with Disabilities Education
Improvement Act (IDEA) of 2004 (Pub. L. No. 108-446) and the No Child Left Behind Act of
2001 (NCLB: Pub. L No. 107-110), have focused attention on students with increasingly diverse
learning characteristics achieving high academic performance in general education.
Changing legal requirements and student demographics combine to point the need for increased
collaborative planning and teaching among school personnel who are attempting to comply with
the legal mandates of IDEA. As for the NCLB, the requirements for high standards and student
performance are intended to foster conditions that lead to better instruction and learning, equality
of opportunity to learn, and excellence in performance for all children. A promising NLCB
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requirement is for all teachers to meet the standards that would certify them as highly qualified.
This means that they can demonstrate subject matter competence in every subject area they
teach.
The model of co-teaching incorporating strategies defined by Cook and Friend (1995) was
developed in response to parental complaints that their children were being taught too often and
too long by inexperienced teacher-candidates and not enough by experienced teachers. Teachers
complained that they had to give up their classrooms to teacher-candidates to much and too
often. After incorporating co-teaching in classrooms in Kansas State, the report was that parents
began to request their children be placed in classes that used the co-teaching model rather than
the traditional model and more mentor teachers began to request teacher candidates every
quarter.
Co-Teaching in Practice In many traditional student teaching models the cooperating teacher and teacher-candidate have
little opportunity to build a relationship before beginning their work together. Teacher-candidates
usually observe (often in the back of the room) for a period of time, eventually taking over a
variety of tasks or portions of lessons. They often create lessons in isolation and expect feedback
immediately before and after they are taught. At some point in the student teaching experience
the mentor teachers leaves the classroom and the teacher candidate is left to take full charge.
In contrast to the traditional model, mentor teachers and teacher-candidates are brought together
to get to know each other and to begin a professional teaching relationship. They both receive
instruction in co-teaching, collaboration and communication. “Expecting a preservice teacher to
learn about collaboration simply by being together in schools is not enough; proximity is a
necessary but insufficient condition for collaboration” (Brownell, 2002).
With co-teaching, the teacher-candidates typically become involved in the classroom
immediately. Lessons are planned and taught by both teachers, resulting in the teaching-
candidate being seen by students as a “real teacher” from the beginning of the experience. The
co-planning process is designed for the teacher-candidate to hear and discuss the thoughts and
strategies that are used in lesson planning by their mentor teacher. As the experience continues, a
shift in the roles happens slowly, with the teacher-candidate taking more responsibility for the
planning and teaching lessons. There is still time to “solo” and be in the classroom alone, fully in
charge.
The most effective use of co-teaching comes when the teacher-candidate and mentor teacher
determine which lessons lend themselves to this style of teaching and plan accordingly. The co-
teaching strategies do not need to be used on every lesson. Below are listed the strategies that can
be used by both the mentor teacher and the teacher-candidate in planning lessons.
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Co-Teaching Strategies
1. One Teach, One Observe – The key is to focus the observation where the teacher doing the
observation is observing specific behaviors. It is important to remember that either the mentor
teacher or the teacher candidate could take either role.
2. One Teach, One Assist – This is an extension of one teach, one observe. One teacher has
primary instructional responsibility while the other assists students with their work, monitors
behaviors, or corrects assignments.
3. Station Teaching – The co-teaching pair divides the instructional content into parts. Each
teacher instructs one of the groups, groups then rotate or spend a designated amount of time at
each station.
4. Parallel Teaching – Each teacher instructs half the students. The two teachers are addressing
the same instructional material, using the same teaching strategies.
5. Supplemental Teaching- This strategy allows one teacher to work with students at their
expected grade level, while the other teacher works with those students who need the
information and/or materials re-taught, extended or remediated.
6. Alternative (differentiated) Teaching - Alternative teaching strategies provide two different
approaches to teaching the same information. The learning outcome is the same for all students;
how the avenue for getting there is different.
7. Team Teaching – Well-planned team taught lessons exhibit an invisible flow of instruction
with no prescribed division of authority. Using a team teaching strategy, both teachers are
actively involved in the lesson.
8. Soloing – The teacher-candidate plans and teaches the whole experience for the students. The
mentor teacher could leave the room at this time. There is no prescribed time for this.
Research Findings What are some of the benefits of co-teaching? Schwab Learning (Schwab Learning, 2003)
studied the impact of collaborative partnerships and co-teaching. In 16 California schools, staff
members and parents made a commitment that (1) every child would learn and be successful and
(2) every teacher would be responsible for every learner. Teachers, administrators and support
staff creatively arranged for every student to receive blended services from a Title 1 teacher,
reading specialist, special educators, and paraprofessionals. Results included decreased referrals
to intensive special education services, increased overall student achievement, fewer disruptive
problems, less paperwork; increased number of students qualified for gifted and talented
education and decreased referrals for behavior problems. Teachers reported being happier and let
isolated (Villa, Nevin, & Liston, 2005).
Co-teaching is effective for students with a variety of instructional needs, including English
language Learners (Mahoney, 1997), those with hearing impairments (Compton, Stratton, Maier,
Meyers, Scott, & Tomlinson, 1998), those with learning disabilities (Rice & Zigmond, 2000),
and students in language remediation classes (Miller, Valasky, & Molloy, 1998).
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St. Cloud University expanded the model used by Kansas State University, and implemented co-
teaching in 2001-2002 with the training of over 200 mentor teachers to use co-teaching with their
teacher candidates during their student teaching experience (Bacharach, Heck, & Dahlberg,
2006). Their research study showed positive gains in the areas of reading and math. One
interesting finding was that co-teaching showed a stronger positive effect for students on
free/reduced lunch. Although all students benefited from the effects of co-teaching, this one
particular group benefited more.
In using the co-teaching model there are many benefits for schools. Co-teaching while student
teaching provides two professionally prepared adults in the classroom for greater periods of time
than a traditional model. The reduction of student-to-staff ratio allows children a greater
opportunity to get help when they need it. With current budget restraints this can be a selling
point for this model. There is the academic benefit for student gains as well as gains for the
teacher-candidates (Bacharach, Heck, & Dahlberg, 2006).
Summary
Co-teaching in the mainstream classroom is a fairly new phenomenon. Research is showing
gains in both academic and emotional ways for students in the classrooms, teacher-candidates
and also mentor teachers. Parents and administrators embrace the extra professional help for
students as well as supporting the training of new teacher-candidates for service in the teaching
profession.
References Bacharach, N., Heck, T., & Dahlberg, K. (2006). Improving student academic achievement using
a co-teaching model of student teaching. Clute Institute. Minnesota.
Brownell, M. &. T. (2002). An Interview with Dr. Marilyn Friend. Intervention in School and
Clinic, 3-4.
Compton, M., Stratton, A., Maier, A., Meyers, C., Scott, H., & Tomlinson, T. (1998). It takes
two: Co-teaching for deaf and hard of hearing students in rural schools. Coming together:
Preparing for rural special education in the twenty first century (pp. 204-209). Montgomery:
ERIC Document Reproduction Service.
Cook, L., & Friend, M. (1995). Co-Teaching: Guidelines for creating effective practices.
Focusing on Exceptional Children, 3.
Guyton, E. (1990). Student Teaching and school experiences. New York: Macmillian Publishing.
Mahoney, M. (1997). Small victories in an inclusive classroom. Educational Leadership, 59-62.
Miller, A., Valasky, W., & Molloy, P. (1998). Learning together: The evolution of an inclusive
class. Active Learner: A Foxfire Journal for Teachers, 14-16.
Rice, D., & Zigmond, N. (2000). Co-teaching in secondary schools: Teacher reports of
developments in Australian and American Classrooms. Learning Disabilities Research and
Practice, 190-97.
Schwab Learning. (2003). Collaboratively speaking; A study on effective ways to teach children
with learning differences in the general education classroom. The Special Edge, 1-4.
Villa, R. T., Nevin, A., & Liston, A. (2005). Successful inclusion practices in middle and
secondary schools. American Secondary Education Journal, 33-50.
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EVALUATION
Evaluation is an integral element throughout the residency certification process. This includes
the teaching internship and extends to professional development. Internship-related evaluations
include informal conferences, lesson analyses, self-evaluations and formal evaluations. By
fulfilling their evaluation responsibilities, the teacher candidate, mentor teacher and university
coordinator develop the necessary feedback and support to help guide the teacher candidate’s
development as a pre-service teacher.
Informal Conferences Regular, informal conferences are formative, evaluative opportunities that provide the teacher
candidate with information on strengths and areas needing improvement in teaching, classroom
management, and interpersonal skills. The intent of the formative evaluations and conferences is
to provide feedback and support, not to produce grades. Informal conferences also serve as a
time to reinforce strengths exhibited by the teacher candidate or to discuss observation
assignments that will increase the teacher candidate’s understanding of the school program,
regulations, schedules, and classroom behavior expectations.
Informal conferences take place between the mentor teacher and teacher candidate. These
conferences provide an opportunity to answer questions, solve problems, and share constructive
criticism. Regular conferences are also held between the university coordinator and the teacher
candidate. The university coordinator observes, takes notes, and often discusses the observations
with the teacher candidate. At times when the conference is not held, observation notes are left
with the teacher candidate along with an additional copy for the mentor teacher.
It is expected that the teacher candidate will take an active role in the informal conferences by
providing insightful self-evaluative information and by asking questions. It is helpful for the
teacher candidate to keep an on-going list of questions and information to be discussed with the
mentor teacher and coordinator for future conferences.
Lesson Analysis The university coordinator regularly observes and provides feedback in the form of narrative
comments and conferences. The mentor teacher is encouraged to provide written as well as oral
feedback on lessons. The coordinator and/or the mentor teacher can observe lessons and provide
feedback by using the forms provided in the final section of the handbook.
Self-Evaluation The teacher candidate is expected to reflect on growth and progress on a regular basis through
the self-evaluation of lesson plans and in responses to evaluation questions. Other forms of self-
evaluation, such as video-taping, may be required. Teacher candidates are to post all self-
evaluations on their bPortfolio.
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Lesson Plan Self-Evaluation. These questions are for use during the first half of the internship.
At the end of each lesson, the teacher candidate is to reflect on the experience and write a
paragraph answering each question. These responses are to be made available to the university
coordinator on the Teacher Candidate’s bPortfolio.
1. What were the strengths of the lesson (presentation, motivation strategies, student
involvement, activities, assignments, etc.)?
2. Were you able to make a positive impact on student learning? How do you know?
3. How effective were your informal and formal assessment procedures for the lesson?
4. As a result of this lesson, which students will need extra help or accelerated learning?
How will you provide it?
5. What behavior management strategies or systems did you employ to keep the students’
focused on learning (proximity, mobility, non-verbal signals, verbal cautions, directions,
questions/assistance, etc.)?
6. How will you change or improve your teaching performance for the next lesson? What is
the next step in instruction?
Weekly Self-Evaluation. These questions are for use during the second half of the internship
and replace the lesson plan self-evaluations. At the end of each week the teacher candidate is to
reflect on the experiences of the week and write a paragraph answering each question. These
responses are to be made available to the university coordinator at each visit.
1. What were your greatest successes of the past week and what factors contributed to
them?
2. What gave you the greatest concern this past week? Or What has been a continuing
concern?
3. What is your plan or next step(s) to improve and/or solve the problem?
4. Are there any other comments or questions?
ARC teacher candidates are expected to submit weekly self-evaluations by email to their
university coordinators throughout their internship.
Formal Evaluation Formal evaluation conferences are held a minimum of two times during the internship period.
For teacher candidates whose specialization necessitates a change of assignment for the second
quarter (e.g. Music, Health & Fitness) or third quarter (Special Education), a minimum of two
formal evaluation conferences will be held in each setting. The university coordinator, mentor
teacher, teacher candidate, or school principal may request additional formal evaluation
conferences. The university coordinator, mentor teacher, and the teacher candidate will mutually
schedule conference dates. If desired, the building administrator may also participate in the
conference.
The evaluation is accomplished in a three-way conference involving the mentor teacher, the
university coordinator, and the teacher candidate. It is facilitated by the university coordinator.
All participants will reference the Teacher Performance Assessment in the evaluation.
The purpose of the mid-term conference is to establish areas of strength and identify areas
needing improvement during the remaining time of internship. The purpose of the final
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evaluation is to complete the rating to be included in the teacher candidate’s permanent teaching
credentials.
Teacher Performance Evaluation (TPA) The Washington State TPA is an externally scored summative assessment teacher candidates
will be required to successfully complete as documentation of their pedagogical skills. The TPA
is clearly focused on candidate impact on student learning (WAC 181-78A-010 (8-9). To
complete the assessment, you will assemble a portfolio of artifacts that will describe your plans
and what you actually did to impact student learning (the “what”), provide a rationale for your
plans and an analysis of the effects of your teaching on your students’ learning (the “so what”),
and analyze and reflect on the resulting student learning to plan next steps in instruction or
improvements in your teaching practice (the “now what”). TPA requirements will be integrated
into coursework so that teacher candidates are well prepared for this rigorous culminating
portfolio of artifacts that will be used to ensure that teacher candidates have demonstrated
instructional skills that improve student learning.
Draft Professional Development Plan
The Draft Professional Development Plan is based on the Washington State Professional
Teaching Certificate. The professional certificate requires successful demonstration of three
standards (effective teaching, professional development, and professional contributions) and 12
criteria, pursuant to WAC 181-78A-540.
When you prepare for the professional certificate, you will be asked to document evidence that
you have met each standard. Wherever appropriate, you will need to provide evidence that your
teaching has had a positive impact on student learning as defined in WAC 181-78A-010(9).
WAC 181-78A-010(8) Definition of terms - “Positive Impact on Student Learning”
"A positive impact on student learning" means that a teacher through instruction
and assessment has been able to document students' increased knowledge and/or
demonstration of a skill or skills related to either the state goals and/or essential
academic learning requirements or such alternative goals as the private school has
established.”
As an exit requirement each teacher candidate is asked to submit a Draft Professional
Development Plan. Templates for this process are available on the School of Education website
and in the “Forms” section of this handbook.
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Internship Grading Policy The university coordinator is responsible for submitting the results of the final evaluation to the
relevant teacher education program chair. A grade of “N” that is given at the end of an internship
quarter indicates that the internship experience is continuing and dependent upon additional
work. This mark indicates that the progress is satisfactory, but carries with it no credit or grade
until the entire internship is completed.
To proceed to subsequent quarters of internship, the teacher candidate must:
1. Have a satisfactory rating on the Pedagogy Performance Assessment, with no rating
below 3.0 on any category.
2. Be recommended by the mentor teacher and/or the university coordinator to continue.
At the end of the experience, grades are assigned for the entire internship. The grade assignment
is the responsibility of the university coordinator. To be recommended for certification, the
intern must earn at least a B- grade.
For final grade decision, the following grading system applies:
3.8 – 4.0 = A 3.4 – 3.5 = B+ 3.0 – 3.1 = B-
3.6 – 3.7 = A- 3.2 – 3.3 = B
On the final evaluation if any mark is below 3.0 the intern will not earn a certifying grade.
Additional time and successful experiences in any category involved will be required in order to
raise the evaluation to a level necessary for certification recommendation.
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DISPOSITION ASSESSMENT
Dispositions are beliefs, values, commitments, or ethics that are held internally and demonstrated
externally. Effective teachers possess a set of dispositions that guide their actions and behavior
toward students, families, colleagues and the community, both inside and outside of the
classroom.
The dispositions that are central to successfully completing a teacher education program at
Seattle Pacific University are grounded in the School of Education Mission Statement:
To prepare educators for service and leadership in schools, communities,
the nation and the world by developing their professional competence and
character through the framework of Christian faith and values.
It is important to assess a teacher candidate’s disposition towards teaching, as disposition
becomes increasingly important for the development of collaboration skills, for positively
impacting student learning, and for other professional behaviors. Unless teacher candidates
demonstrate the dispositions that are necessary for teaching, they will not be recommended for
certification. For this reason, concerns need to be identified early and problems need to be
resolved as soon as possible. All teacher candidates will be evaluated on the following
disposition indicators.
Service Caring and Nurturing. A caring/sensitive teacher candidate is culturally responsive and
honors/incorporates diversity. The candidate demonstrates empathy, caring, and compassion
toward others and self, and can demonstrate the ability to effectively listen for both content and
feeling, encourage and assist others in coming up with their own best solutions to problems. The
candidate can simply be with, listen to, and be compassionate toward others who are in crisis
without having to solve problems. The candidate sees the beauty, dignity, worth, and uniqueness
of others and tries to help each persona see this in themselves and others.
Examples of a teacher candidate who is a caring/sensitive nurturer:
Encourages diversity and is culturally responsive – Incorporates diversity and cultural
differences.
Demonstrates empathy, caring and compassion toward self and others – Empowers and
empathizes with others.
Demonstrates the ability to effectively listen for both content and feeling –
Acknowledges, honors and reiterates content and feelings with reflective feedback.
Encourages and assists others in coming up with their own best solutions to problems –
Empowers others’ choice and facilitates problem-solving efforts.
Values and encourages the uniqueness of self and others – Demonstrates ability to see
beauty, worth, dignity and uniqueness of self and others.
Validates others’ feelings and provides comfort – Demonstrates ability to
compassionately listen to others who are in crisis, provide support and identify possible
resources for coping.
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Leadership Professional Responsibility. Professional responsibility is essential for all teacher candidates.
The responsibilities involve training and exhibiting behaviors, attitudes, and values in
Knowledge (K), Skills (S), and Dispositions (D).
Examples of a teacher candidate who exhibits professional responsibility:
Engages in professional improvements – Actively seeks professional opportunities;
volunteers in educational activities.
Exhibits professional behaviors – Professional appearance, punctual, strong work ethic.
Respects self and others – Works together well with colleagues, works as a team.
Exhibits effective communication – Effective reading, writing, listening, speaking skills.
Exhibits effective planning – In control of life and education.
Demonstrates ability to multitask – Consistently handles a multitude of tasks.
Competence Positive Engagement. The positively engaged teacher candidate reflects an interest in the
activity at hand and a desire to be involved in it. That involvement is designed to further the
accomplishment of the goals of the activity.
Examples of a teacher candidate with positive engagement:
Exhibits task-oriented communication – Consistently on topic, facilitates flow of
conversation.
Listens actively – Consistently makes eye contact; Paraphrases accurately; Never
interrupts; Exhibits appropriate response to conversation and subject.
Contributes to positive climate – Focus on agreements; Respects others; Facilitates
resolution.
Exhibits positive approach to problem solving – Consistently involved in the problem
solving process; Consistently offers alternatives.
Demonstrates flexibility – Consistently adapts to meet need; Weighs value of alternative
points of view.
Character Reflective Learner. The reflective learner employs two types of metacognitive processes:
reflection-in-action and reflection-on-action. Reflection-in-action refers to the immediate
recursive thoughts a person puts toward the action at hand and reflection-on-action is post-action
reflection on the activity (Schon, 1997).
Examples of a teacher candidate who is a reflective learner:
Incorporates feedback from multiple sources – Develops understanding and adapts
accordingly.
Exhibits intellectual curiosity, seeks learning opportunities – Examines practices and
seeks models for improvement; Views life as a learning process, asks questions.
Exhibits use of humor appropriate to the classroom – Effectively uses humor to promote
learning and build classroom community; Able to laugh at self.
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Ethical Character. A teacher candidate with ethical character will strive to protect the health,
safety, and general welfare of students, be accountable for acts of unprofessional conduct, and
follow guidelines set forth by WAC 181-86. The terms “good, moral character and personal
fitness” mean the character and personal fitness traits necessary to serve as a certificated
employee in schools in the State of Washington, including the requisite traits to have contact
with, to teach, and to perform the supervision of children
Examples of a teacher candidate with good ethical character:
Exhibits honesty and integrity – Consistently demonstrates truthfulness, sincerity and
integrity.
Exhibits good moral character and personal fitness – Understands intent and abides by
laws, standards and policies.
Maintains confidentiality – Promotes confidentiality for students, families and others.
Exhibits professional conduct in the educational setting – Actively supports the
educational welfare or personal safety of students, teachers or other colleagues within the
educational setting.
Disposition assessments are required at the following points of time during a teacher candidate’s
residency certification program:
DISPOSITION ASSESSMENT SCHEDULE
Teacher Candidate Mentor Teacher University
Coordinator
Undergraduate / Post-baccalaureate Program
Foundations Quarter X
Methods Quarter X X
Internship Quarter(s) X X X
Master of Arts in Teaching (MAT) Program
EDU 6918 – Introduction to Teaching
X
EDU 6989 – Field Experience
X
(To be assessed by the teacher candidate’s faculty advisor)
X
EDU 6949 – Internship X X X
Alternative Routes to Certification (ARC) Program
EDU 6918 – Introduction to Teaching
X
Spring Internship X X
EDU 6139 – Leadership in Teaching
X
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Documenting Performance– The bPortfolio
The bPortfolio
Portfolio assessment is a growing trend in education. The idea of creating portfolios as a way of
demonstrating knowledge and skill is not new, but the advent of the Internet has made sharing
portfolios much easier. For the purposes of documenting their competence on the Principles of
HOPE, SPU teacher-candidates are asked to develop their individual bPortfolio website through
WordPress.com. This format integrates both a weblog and static portfolio pages.
Reasons for creating a bPortfolio at SPU:
1. To allow students to demonstrate individual competency on the Washington Residency
Certification Standards (Standards HOPE).
2. To help students reflect on important knowledge and skills they have learned during the
teacher certification program.
3. To help students prepare and organize examples of their professional work.
4. To help students prepare teacher-based and student-based evidence for certification.
5. To provide evidence to the Washington Professional Educator Standards Board (PESB)
and the National Council for Accreditation of Teacher Education (NCATE) that SPU is
providing appropriate instruction in the program.
The bPortfolio will be a record of completion and can be part of the application process as you
begin your education career to showcase your work. Completion of the portfolio is required for
certification.
SPU teacher-candidates are expected to develop their WordPress bPortfolio site in accordance
with the template and guidelines found http://sputeacher.wordpress.com/. These guidelines
include specific instructions and recommendations on portfolio development and submission. All
teacher education teacher-candidates will be assessed a fee for bPortfolio assessment purposes.
This fee will be posted to your student account.
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bPortfolio Set-up and Design
Checklist
Teacher Candidate: ______________________ Date: ____________________________
Description of Criteria Completed
“About Me” Page
Endorsement areas listed
Teaching level listed
Link is visible from Home page
“About this Portfolio” Page
Program at SPU listed
Purpose of portfolio listed
Link is visible from Home page
Standards Pages: HOPE
Exact wording of the standard
Interpretation in own words
Link is visible from Home page
Tags
Meaningful tags
Course & Internship tags
Evidence of developing tag cloud
Categories for Posts established: Each standard‟s criteria are listed as Categories
„Archives‟ widget is set with the „show post counts‟ option
Discussion Threads Enabled
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Midway through the program (formative assessment) At this point, each of the four meta-reflections will be reviewed and assessed with the guidelines
above in mind and using the following rubric. Each teacher-candidate will scored on each
criterion of HOPE standard. This checkpoint will have a formative focus and provide appropriate
feedback in the form of comments regarding a teacher-candidate’s documentation of growth.
This is meant to help guide candidates in their developmental progress towards demonstrating
evidence on all criteria of the standards. The following three expectations are assumed at this
checkpoint:
1. While all criteria should be noted, it is possible that evidence may not be provided on all
criteria of HOPE Standards;
2. There may be a greater amount of evidence from the formal learning opportunities
provided through SPU coursework (e.g. assignments and reflections) than internship-
based evidence (this may have implications for the amount of student voice present in the
submission); and
3. An assessment result of “progressing” on a criterion will represent adequate, continuing
development towards final (capstone) documentation on the portfolio.
Midway/Developmental (formative) portfolio assessment will take place on the following scale:
5 = proficient (documentation suggests a high degree of knowledge and/or skill to
perform well on the criterion)
4 = competent (documentation suggests sufficient knowledge and/or skill to perform
well on the criterion)
3 = progressing (documentation suggests developing knowledge and/or skill to
perform well on the criterion)
2 = emerging (documentation suggests limited, yet promising, knowledge and/or skill
to perform well on the criterion)
1 = attempted (documentation suggests nominal knowledge and/or skill to perform
well on the criterion; continued improvement is desired)
0 = not attempted (no documentation provided to support performance on the
criterion)
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At the end of the program All four meta-reflections and attendant criteria will be assessed at this point in the program. This
checkpoint will have a summative focus to confirm competence on each of the standards, and,
thereby, fulfill a key certification requirement. It will serve as final (capstone) documentation of
performance on HOPE Standards for certification. The following four expectations are in place
at this checkpoint:
1. The portfolio submission represents capstone achievement on all standards and, as such,
all criteria related to HOPE Standards are addressed;
2. There will be a significant amount of internship-based evidence that comes from the
student’s classroom experiences and responsibilities, with less evidence deriving from the
formal learning opportunities provided through SPU coursework;
3. Assessment results of at least “competent” on all criteria will be needed to be
recommended for certification.
4. The portfolio is of such a quality that it could be used as a reference tool in the student’s
job-search efforts.
This summative assessment of the portfolio will take place on the following scale:
5 = exemplary (documentation suggests a level of knowledge and/or skill on the
criterion to the extent that the teacher-candidate can serve as an model for others to
emulate; there is extensive use of student evidence, i.e. voice, included for each
criterion and is clearly related in the reflection to the criterion and/or standard)
4 = proficient (documentation suggests a high degree of knowledge and/or skill to
perform well on the criterion; there is clear and regular use of student evidence, i.e.
voice, included for each criterion)
3 = competent (documentation suggests sufficient knowledge and/or skill to perform
well on the criterion; student evidence presented for each criterion)
2 = progressing (documentation suggests developing knowledge and/or skill to
perform well on the standard; limited presentation of student evidence provided; not
all criteria presented)
1 = improvement desired (not enough documentation provided to suggest developing
knowledge and/or skill to perform well on the standard)
0 = not attempted (no documentation provided to support performance on the
criterion)
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bPortfolio Development, Submission and Assessment Procedures
SPU teacher-candidates are expected to develop their WordPress blog site in accordance with the
template and guidelines found at http://spurescert.wordpress.com/. These guidelines will include
specific instructions and recommendations on portfolio development and submission. The
portfolio portion of the blog site is the “Standards” pages that are attached to the site. Program
chairs will indicate the due date by which the portfolios need to be completed for submission
according to the following general bPortfolio submission schedule:
Beginning
Checkpoint
Developmental
(Formative)
Assessment
Capstone
(Summative)
Assessment
Undergraduate/
Post-
baccalaureate
Foundations Quarter Methods Quarter Internship Quarter
MAT EDU 6918 End of Year 1 End of Year 2
ARC EDU 6918 December mid-May
Portfolio assessors will only refer to the HOPE Standards pages during their assessment of the
portfolio.
A grade and supporting comments will be provided directly on to the relevant portfolio page
through the comments feature. Once a teacher-candidate has received his/her comments and
feedback, he/she may choose to delete them from the site as deemed appropriate for personal
privacy reasons.
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Basic Education Act: Teaching and Learning
Almost twenty years ago, Washington established the commitment that all children would
achieve at high levels. The purpose of this reform is clearly spelled out in the preamble of the
Basic Education Act (RCW 28A.150.210):
The goal of the basic education act for the schools of the state of Washington set forth in this
chapter shall be to provide students with the opportunity to become responsible and respectful
global citizens, to contribute to their economic well-being and that of their families and
communities, to explore and understand different perspectives, and to enjoy productive and
satisfying lives. Additionally, the state of Washington intends to provide for a public school
system that is able to evolve and adapt in order to better focus on strengthening the educational
achievement of all students, which includes high expectations for all students and gives all
students the opportunity to achieve personal and academic success. To these ends, the goals of
each school district, with the involvement of parents and community members, shall be to
provide opportunities for every student to develop the knowledge and skills essential to:
1. Read with comprehension, write effectively, and communicate successfully in a variety
of ways and settings and with a variety of audiences;
2. Know and apply the core concepts and principles of mathematics; social, physical, and
life sciences; civics and history, including different cultures and participation in
representative government; geography; arts; and health and fitness;
3. Think analytically, logically, and creatively, and to integrate different experiences and
knowledge to form reasoned judgments and solve problems; and
4. Understand the importance of work and finance and how performance, effort, and
decisions directly affect future career and educational opportunities.
The four learning goals provided the foundation for Teaching and Learning in Washington
State’s Public School System. Teacher Candidates will need to be familiar with the Learning
Standards (Essential Academic Learning Requirements (EALRs) and Grade Level Expectations
(GLEs)), Assessments and additional information and resources for all subject areas at:
http://www.k12.wa.us/CurriculumInstruct/default.aspx .
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GOVERNING POLICIES OF THE TEACHER EDUCATION PROGRAM
Code of Ethics As teachers perform their duties, they serve as role models exhibiting standards of behavior that
are not only observed by the students they serve, but often by colleagues, parents, and members
of the community. As viable models, teachers must be able to demonstrate a high standard of
ethical behavior. Two major goals of the School of Education are (1) to prepare competent
teachers who can contribute to the teaching profession and (2) to encourage these teachers to live
their lives by Christian principles. These goals give additional meaning to the need for
continuing development of moral character.
As students and emerging teachers, teacher candidates will be honest, fair, and treat others with
respect and trust. The following specific behaviors apply as they relate to the teacher candidate’s
academic conduct and as an emerging teacher in teaching and reinforcing these behaviors in
students:
12 STEPS FOR RESOLVING CONFLICT IN A CHRISTIAN MANNER
Learn to embrace and resolve conflict.
Address your anger appropriately.
Seek understanding, not victory.
Assume the best.
Learn to share your feelings appropriately.
Watch your tongue. Ask, is it true, is it kind, is it necessary?
Speak the truth respectfully.
Attack the problem, not the person. Don't use "You" statements; use "I" statements.
Deal with specific areas, not generalizations.
Seek and grant forgiveness.
Deal with conflict personally. Go to that person. Don't reprimand anyone in front of
others.
Be gentle. People are fragile. From Ron Jensen, Azuza Pacific University http://www.christianleadershipalliance.org/?page=conflict_resolution
AMOROUS RELATIONSHIPS
Consistent with SPU’s Amorous Relationship Policy (9.8), teacher candidates are expected to
maintain appropriate and professional (non-amorous) relationships with the students with whom
they come in contact, realizing that the majority of students are also under the age of 18 and
considered “minors” by the legal system. The term “Amorous Relationships” includes actions
that suggest the existence of exclusive romantic interpersonal commitments. A teacher candidate
who dates a student, for example, would be entering into an amorous relationship by virtue of the
exclusivity of dating. (Such actions also violate the Washington State Code of Professional
Conduct, which could result in loss of one’s opportunity to acquire and/or maintain a teaching
certificate.) Recognizing the possibility of sexual relations an amorous relationship between
teacher candidate and student also violates SPU’s commitment to lift up the Christian ideal of
marriage in which all sexual intimacy shall be within the bounds of marriage.
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The University's educational mission is promoted by professionalism in faculty-student
relationships which also applies to professionalism in teacher candidate-student relationships that
are part of the teacher certification program. Professionalism is fostered by an atmosphere of
mutual trust and respect. Actions of faculty members, or teacher candidates, that harm this
atmosphere undermine professionalism and hinder fulfillment of the University's educational
mission. Trust and respect are diminished when those in positions of authority abuse or appear to
abuse their power. Those who abuse or appear to abuse their power in such context violate their
duty to the University community. Teacher candidates exercise power over students, whether in
giving them praise or criticism, evaluating them or their work, making recommendations for
their further studies or their future employment, or conferring any other benefits on them. Such
situations greatly increase the probability that the teacher candidates will abuse this power and
sexually exploit the student. Voluntary consent by the student in such a relationship has no
bearing and school personnel who have “knowledge or reasonable cause to believe a student is a
victim of physical abuse, or sexual misconduct” to make a report with the school administrator
(RCW 28A.400). Amorous relationships between teacher candidates and students are therefore
prohibited and will result in Seattle Pacific University and the School of Education taking
appropriate disciplinary actions.
Academic Integrity Students at Seattle Pacific University are expected to demonstrate academic integrity in their
work. A breach of academic integrity occurs when students receive academic benefits they did
not earn through their own work. In its more blatant forms, academic dishonesty includes
copying another’s work on an exam; preparing for an exam by using test questions from a stolen
exam; bringing concealed answers to an exam; turning in another person’s work as his or her
own; and committing plagiarism (i.e., copying portions of another’s words from a published or
electronic source without acknowledging that source). It is not dishonest to discuss possible
answers to an exam question as part of a study group, to discuss ideas for a paper with other
members of the class or to ask a friend to read a draft of a paper for suggestions to improve it,
unless the professor has prohibited these activities. It is not dishonest to summarize, paraphrase
or quote the words of others in a paper so long as the student acknowledges the sources with
appropriate citations.
Both the students and the instructor have obligations to report and to prevent cheating,
plagiarism or other academic misconduct. If the instructor suspects academic dishonesty, the
guidelines for penalties against academic dishonesty apply as documented in the applicable
undergraduate catalog (http://www.spu.edu/acad/UGCatalog/20089/) or graduate catalog
(http://www.spu.edu/acad/GRCatalog/20089/).
In general, and unless otherwise stipulated in a specific course syllabus, no credit will be given
for an assignment or exam in which it is determined that the student has copied other students’
work, represented someone else’s work as one’s own without properly citing the author, used
notes on an exam, or taken notes into an exam setting, even if those notes are not used, or any
similar infraction. If such an occurrence is repeated, no credit will be given for the course in
question.
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Research Procedures Data in a piece of work must be gathered in accordance with guidelines defining the appropriate
methods for collecting and generating data and must be accomplished by an accurate account of
the method by which data were gathered or collected. Proper documentation principles according
to the American Psychological Association (APA) will be followed.
Aiding Honesty in Others The teacher candidate will encourage honesty in others by refraining from providing materials or
information to another person with knowledge that these materials or information will be used
improperly.
Authenticity of Documents The teacher candidate will present only authentic documents and records such as transcripts,
grade reports, letters of permission or recommendation, petitions, or any document designed to
meet or exempt the teacher candidate from an established requirement or regulation.
Process for the Resolution of Conflicts The following outlines the process that will be followed to resolve any conflicts.
1. There will be a review committee consisting of three School of Education faculty members
selected by the faculty. The functions of this committee shall be as follows:
Hear cases where disputes or conflicts regarding ethical decisions are not resolved at the
primary level of occurrence.
Make recommendations to the Associate Dean for Teacher Education for the resolution
of such conflicts.
Make recommendations to the Associate Dean for Teacher Education for actions to be
taken as deemed necessary.
Provide advice to professors and students in the School of Education when such advice is
requested on ethical issues.
2. The procedures will be as follows:
When a dispute or conflict occurs on views of ethical behavior that has not been resolved
at the primary level, a written description of the situation and a request for a hearing is to
be submitted to the Dean of the School.
The committee will set times for a hearing or review.
A meeting of the committee members will be held for initial exploration.
Individuals will be invited by the committee to a second meeting as needed for additional
information.
The committee may call upon consultants or outside resources for assistance or additional
information.
The committee will have a final meeting to form a conclusion or recommendation.
The committee will provide in writing to the Dean of the School of Education their
deliberations and findings with a rationale.
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3. Consequences to a violation of ethics are implemented as follows:
The review committee may recommend any of the following actions:
o fail course;
o fail test or assignment;
o removal from the School’s certification program;
o or other appropriate actions.
If the student wishes to appeal the committee’s decision, the regular university academic
grievance process outlined in the applicable undergraduate or graduate catalog will be
implemented.
4. Decisions may be appealed to the Dean of the School of Education who will review all
relevant documents and conduct additional investigations as necessary.
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SPECIFIC POLICIES RELATING TO THE INTERNSHIP
Placement Policies
Policies Relating to Internship Placement The Placement Office is responsible for all teacher candidate internship placements. While
placement officials will make every effort to honor requests for particular districts and/or
geographical areas no guarantee of placement is made.
Internship arrangements are made by the placement office at least one quarter before the teacher-
candidate begins his/her internship experience. All students from all programs are asked to
submit their Teacher-Candidate Information Form and a resume to help in the placement
process. Included in the document, the teacher-candidate is asked to name school districts or
geographic locations in which they prefer placement and to list their specific endorsement area.
In the case of multiple endorsements, teacher-candidates who seek multiple endorsements that
are related by Pathway 1 will be placed without question. Teacher-candidates who seek multiple
endorsements that are related by Pathway 2 will be placed if both placements can be found in
one building. Teacher-candidates who seek multiple endorsements that are related by Pathway 3
will be placed only in their primary placement and advised as to how they can complete the other
endorsements after graduation. (Of course, this may be petitioned with the petition being read by
the Director of Teacher Education, the program chair, and the placement officer.)
The placement office will notify the teacher-candidate when a tentative placement has been
made. The teacher-candidate will then arrange to meet with the potential mentor teacher for a
pre-internship interview. This interview occurs to ensure the acceptance of the placement by
both the teacher-candidate and the mentor teacher.
Should the working arrangements of an established internship placement fail, upon the
recommendation of the program chair, the Placement Office will attempt to locate another
internship site.
Governing Policies of the Teacher Education Program The School of Education teacher education internship program at Seattle Pacific University is
designed to be consistent with state law and School of Education policies. It is important that all
parties be aware of implications for WAC 181-44-010. This law is specific in requiring that a
properly certified teacher be responsible for the classroom at all times.
In practice, this means the mentor teacher is present in the room to supervise the work of the
teacher-candidate early in the experience, and that throughout the experience a certified teacher
present in the building retains legal responsibility for the students and the classroom. As a result,
teacher-candidates should not substitute for absent teachers, and if the mentor teacher must leave
during the day, an alternate certified teacher must assume responsibility. Although the mentor
teacher maintains legal responsibility, a mark of a successful internship is that the teacher-
candidate has assumed as much of the regular teacher’s professional load as circumstances and
the teacher-candidate’s availability will allow.
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Field Placement Agreements-WAC 181 78A-125 Beginning September 1, 2010, all educator preparation programs approved or authorized by the
professional educator standards board or programs approved in other states operating field
experiences in Washington state shall establish and maintain field placement agreements with all
Washington school districts in which candidates are placed for field experiences leading to
certification or endorsement.
Each field placement agreement shall include, but not be limited to:
(1) Assurances that:
(a) Fingerprint and character clearance under RCW 28A.410.010 must be current
at all times during the field experience; and
(b) Candidates will not be placed in settings in which personal relationships or
previous experiences could interfere with objective evaluation of candidates.
[Note: The SPU placement office will decide if “personal relationships or previous
experiences” might interfere with the “objective evaluation” of a candidate. If the university
supervisor determines that any relationship or previous experience does interfere with the
objective evaluation, a change in placement will be made.]
(2) Qualifications of the proposed site supervisor for each site and qualifications of each
school's cooperating educator/administrator;
(3) Clear description by institution of duties and responsibilities of site supervisor and
cooperating educator/administrator;
(4) Anticipated length and nature of field experience;
(5) Signatures from district representative.
Requirements for Mentor Teachers The mentor teacher has been selected by school and university administrators to work with a
teacher-candidate because of an established record of successful teaching experience and a
willingness to work with a beginning teacher. A special dedication to the teaching profession has
been recognized in the mentor teacher as well as a willingness to share responsibility and
recognition with a beginner. To be selected to work with a teacher-candidate, mentor teachers
will:
Be recommended and approved by a building administrator to serve as a mentor teacher.
Possess a valid Washington teacher certificate.
Have a record of a minimum of three years of successful full-time teaching experience at
the current level or subject area.
Possess teaching skills that qualify the teacher to be a suitable model for a teacher
candidate.
Possess classroom management skills that qualify the teacher to be a suitable model for a
teacher candidate.
Posses interpersonal and communication skills evidenced in positive working
relationships with others in the school.
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Have the desire to work with a beginning teacher.
Be willing to invest time and effort for positive growth and development of another
teacher.
Understand that teaching competence develops over a period of time as the beginner
gains experience and confidence.
Be willing to give the teacher-candidate gradually increasing teaching and management
responsibilities.
Be willing to share with the teacher-candidate both responsibility and recognition for
accomplishment.
Policies Relating to Students Currently Employed in School Settings The Placement Office must confirm placement for ALL Residency Certification
Candidates at SPU even if they are already employed and/or come with a placement. All
such placements are considered to be tentative until they are confirmed by the Placement
Office.
As part of the placement process, teacher-candidates in this situation are expected to provide a
letter of recommendation from the building principal detailing his/her support for the candidate.
Teacher-candidates who are currently employed as the classroom teacher of record, either
as a conditionally certified teacher or in a private school, are expected to complete all the
various internship requirements in addition to fulfilling their contracted teaching
obligations.
This implies that some of their regular preparation periods that can be reserved for lesson
planning or classroom organization need to be dedicated to other internship-related requirements.
For example, all teacher-candidates are expected to carry out observations of other teachers in
other disciplines in order to gain an appreciation of their own emerging teaching style. While
most teacher-candidates will fulfill this requirement at any point during the day, an employed
teacher who is also a certification candidate can only use his or her prep period to fulfill this
requirement. Teachers who are also certification candidates do not have the advantage of having
a mentor with them in the classroom at all times. This means that common time needs to be set
aside, either during a shared preparation period or before or after school, for a regular meeting
and debriefing.
The teacher education program is required to identify at least one mentor teacher for each
teacher-candidate. Mentors of conditionally-certified teacher-candidates are asked to help guide
their teacher-candidates throughout the year by serving as a resource person, providing
instructional assistance and offering encouragement. Ideally the mentor should be a colleague
from the same department at the school who can help with discipline-specific teaching
methodologies. Where this is not possible (as in a smaller school), it would be wise to have a
mentor with whom the teacher-candidate feels comfortable and from whom he/she would be able
to learn.
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In terms of time commitment, the greatest time responsibility for the mentors of conditionally-
certified teaching-candidates lies in regularly debriefing with the intern. Ideally, mentors take a
few minutes out of their day to answer questions, discuss ideas, plan and work with their intern.
Even for employed teacher-candidates, mentors are still expected to observe and provide critical
and supportive feedback for their interns.
Mentors are asked to carry out formative observations on a regular basis. As the year progresses,
the teaching observations may become less frequent.
Each teacher-candidate is also assigned a university coordinator who will make regular visits and
observations to the school site. Most university coordinators are former teachers and building
administrators. The coordinator will expect to visit with the mentor during his or her visits
throughout the year.
While the total time requirement for a mentor is specified by the program, the most intensive
time is during the first part of the internship. Ideally, every mentor will provide a letter of
support or recommendation for their teacher candidate at the end of the school year.
Teacher-candidates who are coming to their internship as an employed instructional
assistant (IA) are expected to complete all the various internship requirements in addition
to fulfilling their contracted obligations.
As part of the placement process, these IA teacher-candidates are expected to provide a letter of
support from the classroom teacher detailing his/her willingness to support and mentor the
teacher-candidate. In addition, the IA teacher-candidate will provide a letter from the building
administrator detailing his/her support for the candidate.
These IA teacher-candidates may have numerous years of practical experience in the classroom.
We recognize and apply this experience against the traditional internship requirements that are
usually mandated to demonstrate competency for an endorsement area. In each situation some
modifications of the typical internship may take place.
In general, and depending on the working arrangement with the school, most IA teacher-
candidates can complete their internship while remaining employed at the school. Occasionally,
some IA teacher-candidates find it necessary to take a 4-6 week, unpaid leave from their job to
fulfill all their internship requirements. In either situation, all IA teacher-candidates are expected
to fulfill their regular job requirements alongside their internship requirements.
To the IA teacher candidate’s regular work load, various instructional responsibilities are added
as the school year goes on. For Special Education IA teacher-candidates, this typically includes
greater involvement in learning and/or co-administering the IEP process for their students. For
example, as the mentor deems it appropriate, IA teacher-candidates may be asked to take
additional responsibility for planning and developing more learning experiences for the case
load. Perhaps they may be asked to be more involved in the supervision of students, other IAs,
etc. In essence, the additional responsibilities are meant to provide a greater experience of what
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the mentor teacher accomplishes each day in the classroom. This is why most Special Education
IA teacher-candidates put in longer school days than their IA peers in the building.
Each IA teacher-candidate will be assigned a mentor teacher. For Special Education IA teacher-
candidates, their immediate Special Education supervisor in the building usually serves as the
mentor. Mentors are asked to help guide their teacher-candidates throughout the year. In terms of
time commitment, the greatest time responsibility for the mentor lies in regularly debriefing with
the teacher-candidate. Ideally, mentors take a few minutes out of their day to answer questions,
discuss ideas, plan and work with their teacher candidate. Once Special Education IA teacher-
candidates begin to take responsibility for planning student or small group work sessions,
mentors are expected to observe and provide critical and supportive feedback for their teacher
candidates.
Mentors are asked to carry out formative observations on a regular basis. These observations
become less frequent as the IA teacher-candidate’s skills and abilities improve. Ideally, every
mentor will provide a letter of support or recommendation for their teacher-candidate at the end
of the school year.
Each IA teacher-candidate is also assigned a university coordinator who will make regular visits
and observations to the school site. Most of the university coordinators are retired teachers and
building administrators. The university coordinator assigned to each IA teacher-candidate will
work closely with the teacher-candidate and his/her mentor teacher to develop an appropriate
internship schedule in early September. The coordinator will also expect to visit with the mentor
during his or her visits throughout the year.
All Residency Certification candidates must complete the Teacher-Candidate Information
Form and submit the completed form along with their résumé to the program chair to be
forwarded to the Placement Office. The Placement Office is responsible for assuring that
each internship placement is in compliance with the state and university policies.
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Absence from Internship
Advance Notice Other than illness or emergency, absences must be cleared well in advance with the university
coordinator and the mentor teacher. The time in the school must be made up. Exceptions to the
make-up rule are a one-day allowance for a professional conference and time for pre-scheduled
job interviews.
Conference Attendance Upon satisfactory performance in the internship, an teacher candidate may attend a professional
conference relating to his/her major or special interest area in teaching for one day without
having to make up the time in the schools. School time missed that extends beyond the one-day
allowance is to be made up.
For approval to attend, the teacher candidate must submit an application to the university
coordinator and mentor teacher several days prior to the conference, and must be performing at a
satisfactory level in the school setting. A written report summarizing the content of sessions
attended and stating possible applications for teaching must be submitted to the university
coordinator within two weeks after conference attendance.
Special Programs When opportunities are available, attendance at special programs or presentations in the Seattle
area may be planned and required for an teacher candidate. Decisions on this requirement usually
are made in advance.
Job Interviews While it is preferable for teacher candidates to have interviews for future teaching employment
after school hours, this is not always possible. Therefore, teacher candidates may be excused
from their school settings for a maximum of three occasions with no more than 1/2 day release
from school for each. The teacher candidate must be excused by the mentor teacher and
university coordinator prior to the interview.
Graduation Honors at Graduation. A memorandum is mailed to undergraduate spring quarter teacher
candidates in April advising them to seek a projected internship grade if the inclusion of their
grade will qualify them for honors at graduation. The teacher candidate is responsible for
providing the university coordinator with the appropriate form. The university coordinator will
project the grade for autumn and/or winter quarter(s) with the understanding that if changes
occur, Student Academic Services will be notified.
Graduate Hooding. Spring quarter MAT/ARC teacher candidates who are graduating with
their Master of Arts in Teaching degree are excused from their classrooms on the day of the
Graduate Hooding Ceremony, a traditional SPU ceremony recognizing Master’s degree students
for the completion of their advanced degree. During this ceremony, they are hooded by their
respective program chair and may then take their place behind the university faculty for the Ivy
Cutting procession.
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Internship Completion
Successful Completion of the Internship The chair of the relevant teacher education program will provide the certification coordinator
with a list of individuals who have successfully completed their internship programs at the end of
the applicable quarter.
Early Recommendation Policy The university coordinator may provide an evaluation of a teacher candidate’s progress so he/she
can meet a school district’s application deadlines. This evaluation will be based on the results of
the mid-term evaluation conference.
The university coordinator reserves the right to delay completing the evaluation until the end of
the internship experience.
The university coordinator reserves the right to revise the early evaluation after the final
conference has been completed for the internship experience.
To be eligible for an early evaluation:
The teacher candidate must have had a successful mid-term evaluation (at least 3.5 on
scale of 4),
The teacher candidate must give the university coordinator at least one week’s notice
before the recommendation is needed.
Extended Internship It is possible that additional courses/experiences for individuals prior to certification is needed.
An extended internship is a classroom experience that extends beyond the regular internship
period and would normally be completed at the end of a given academic quarter.
Examples of cases where extended internship may apply:
1. Extensive absence occurs for any reason.
2. Performances during the regular internship period have not reached a satisfactory level.
Decisions on an Extended Internship. Decisions regarding necessity for and length of an
extended internship will be made on an individual basis. Information regarding the extent of
absence and/or the circumstances of performance will be provided to the relevant program chair
by the university coordinator assigned to the teacher candidate.
Requirements for Enrollment for an Extended Internship. In the case of the illness or
emergency, at the end of the academic quarter in which the internship is scheduled to be
completed, the teacher candidate will request an “Incomplete” as is required in other college
classes. When the additional internship experience is successfully completed, the “Incomplete”
grade will be replaced with the grade earned.
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In the case of internship extensions due to other reasons, the teacher candidate will register for
the designated number of credits as determined by the chair of the relevant teacher education
program.
Credit Determination and Grading Policy. The internship grade will be determined through
the results of the internship evaluation conference held at the end of the extended internship and
the final responsibility for the grade shall be based on the judgment of the university coordinator.
Internship Withdrawal or Reassignment Occasionally it is necessary for an teacher candidate to withdraw or be reassigned from the
internship. Each situation is unique and is considered individually. Usually the following
procedures are followed:
1. Voluntary withdrawal is precipitated by the teacher candidate who will communicate
intent and rationale to the university coordinator and the chair of the relevant teacher
education program. Common reasons for voluntary withdrawals are personal illness,
family problems, or a change in professional goals.
2. If a teacher candidate decides to withdraw from an internship without or against the
recommendation of the university coordinator, mentor teacher and/or chair of the relevant
teacher education program, the teacher candidate will be required to petition for
readmission and a new placement. Readmission and replacement are not guaranteed.
3. Compulsory withdrawal is preceded by one or more of the following:
a. A mid-term evaluation that is below minimum acceptable level for the midterm.
b. Recommendation of the administrator and mentor for less than satisfactory
performance or unprofessional behavior at any time during the course of the
internship.
c. Recommendation of the relevant teacher education program chair and/or program
instructors and/or the Dean of the School of Education. Program instructors may
provide supporting information and recommendations.
The following highlights the university-level procedures that a teacher candidate may follow to
appeal compulsory withdrawal:
1. The teacher candidate may appeal the decision for removal from internship by the regular
petition process.
2. Additional appeal may be made according to university policy as stated in the appropriate
Seattle Pacific University undergraduate or graduate catalog
http://www.spu.edu/academics .
Reassignment of the teacher candidate may become necessary for a number of different reasons.
Most frequently, reassignment is necessary because the mentor teacher becomes ill or changes
job positions. In all cases it is the responsibility of the Placement Office to make the
reassignment after consultation with the proper program chair, the teacher candidate’s university
coordinator, and the appropriate school district personnel.
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University Policy for Re-Entry to Internship 1. When a teacher candidate is not recommended for certification, he/she can be required to
take courses or gain experience to improve skills before being allowed another internship
experience.
2. A written petition for re-entry for an internship is required (for autumn internship by
March 15, for winter internship by September 1, for spring internship by January 15).
Petition forms are available in the main office.
3. If the re-entry petition is approved, the teacher candidate will be placed according to
established procedures. Additional supervision beyond regularly scheduled supervision
may be assigned as determined by the chair of the relevant teacher education program.
Please refer to the OSPI website (http://www.k12.wa.us/) for information regarding appeal
policies and procedures as they relate to denial of certification beyond the university level
according to state law.
The Center for Career & Calling and Job Search Activities
A variety of activities are provided by the Center for Career & Calling. These may include
information about establishing a placement file, writing a résumé, learning interview strategies,
and other job search related skills. The Center for Career & Calling is Lower Moyer Hall (206-
281-2475) and information regarding their services can be found at
http://www.spu.edu/depts/cdc/ .
Placement Files/Workshop. School districts and hiring personnel typically expect to receive
professional references in a placement (or credential) file sent directly from the university. Other
than references, placement files include your résumé and an SPU transcript. Your university
coordinator, mentor teacher, principal, and other significant employers will be among your
reference writers. An opportunity to sign up and establish your placement file is included in
either the Teacher as Person (EDU 4899) or the Leadership in Teaching (EDU 6139) course.
Résumé Development. Your résumé is a focused and attractive summary of the qualifications
you bring to a position. It is often your first contact with an employer and can make a lasting
impression. Developing a good résumé is a creative process and helps you to define what you
have to offer. After developing a rough draft of your résumé, you may make an appointment to
have it critiqued by a Career Development Center counselor.
Job Search and Interviewing Skills. Education job search strategies and interviewing principles
will be covered for all teacher candidates at workshops during the year. Center for Career and
Calling counselors are available to discuss specific concerns and to practice interviewing skills
with you on an appointment basis.
Recruiting. Public and private school districts contact SPU each year to schedule a variety of
on-campus recruiting activities, including the annual education recruitment fair. Recruiters also
regularly come to campus to conduct group information sessions and group or individual
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interviews. Recruiter schedules will be available on the Center for Career and Calling website
(http://www.spu.edu/depts/cdc/). Please note that in order to attend some of these recruiting
sessions, you must pre-register with the Center for Career and Calling (206-281-2475).
Scheduling is processed on a “first-come, first-serve” basis.
Job Listings. Due to the rapid development of accessible and comprehensive education job
listings on the Internet, the Center for Career and Calling provides a listing of recommended sites
for school district listings and application information. This listing is available on the Center for
Career and Calling website. A hard copy of this listing may be requested from the Center for
Career and Calling.
Resource Materials. The Career Resource Library in the Center for Career and Calling contains
information materials on job search, résumés, interviewing and more. In addition to general
career resources, the Career Resource Library includes items of particular importance to
education professionals. Directories of hiring personnel for both public and private schools
throughout the state and nation are also available for your job search.
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CLASSROOM AND STUDENT
CHARACTERISTICS
Teacher Candidate – Date –
Mentor Teacher – School –
University Coordinator – Subject / Grade Level –
Lesson Title/Unit Title –
Total Number of Students Females Males Age Range Number of students
who have limited English proficiency (LEP)
What modifications are made for LEP students?
1. Classroom rules and routines that affect the lesson.
2. Describe the range of abilities in the classroom.
3. Describe the range of socio-economic backgrounds of the students.
4. Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.
Accommodations for Learning Differences
How many special education and gifted/talented students in your classroom?
Special Education Category
Number of Students
Accommodations/ IEP Objectives
How many 504 Students?
Accommodations made for 504 Students
Additional considerations about the students for whom you need to adapt teaching? (e.g. religious beliefs, family situations, sexual orientation?)
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School of Education WRITTEN LESSON PLAN Service *Leadership*Competence*Character
Teacher Candidate – ______________________________________________________ School – _________________________________________________________________
Mentor Teacher – _________________________________________________________ University Coordinator – __________________________________________________
Grade/Subject – _________________ Lesson Title – __________________________________________________________________________ Date – ______________________
Co Teaching Lesson – Yes No If yes, check the appropriate method: If no, check if this is during your time to solo in the classroom -
One Teach, One Observe (lead) One Teach, One Drift (lead) Station Teaching Parallel Teaching Supplemental Teaching
One Teach, One Observe (observe) One Teach, One Drift (drift) Alternative Teaching Team Teaching
Learning Targets
EALRs GLEs Objectives
Assessment – What will students do to demonstrate
competence specific to learning?
Learning Experiences – What learning experiences are
the students engaged in to demonstrate the learning
target’s knowledge and skills?
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate
effective classroom management at key points during
the lesson? Be sure to align all assessments with their corresponding learning experiences.
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What does each co-teacher do before, during and after the lesson?
Teacher Candidate Mentor Teacher Paraprofessional(s) Other
What are the specific tasks that I do BEFORE the lesson?
What are the specific tasks that I do DURING the lesson?
What are the specific tasks that I do AFTER the lesson?
When, where and how will we debrief the co-teaching lesson?
Grouping of Students for Instruction Instructional Materials, Resources and Technology
Accommodations and Modifications Family Involvement Plan
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School of Education WRITTEN LESSON PLAN Service *Leadership*Competence*Character
Teacher Candidate – ______________________________________________________ School – _________________________________________________________________
Mentor Teacher – _________________________________________________________ University Coordinator – __________________________________________________
Grade/Subject – _________________ Lesson Title – __________________________________________________________________________ Date – ______________________
Co Teaching Lesson – Yes X No If yes, check the appropriate method: If no, check if this is during your time to solo in the classroom -
One Teach, One Observe (lead) One Teach, One Drift (lead) Station Teaching Parallel Teaching Supplemental Teaching
One Teach, One Observe (observe) One Teach, One Drift (drift) Alternative Teaching Team Teaching
Learning Targets
EALRs GLEs Objectives
The EALR for the lesson is to be entered here verbatim. Usually limit lessons to 1 – 2 EALRs
The corresponding GLEs or Benchmarks are to be entered here verbatim.
Objectives = skills or concepts
Objectives need to tell what the student will know and/or be able to do at the end of the lesson. Objectives need to be measurable, use action verbs, and be clear and simple to follow. They need to be aligned with the GLE and/or EALR.
Assessment – What will students do to demonstrate
competence specific to learning?
Learning Experiences – What learning experiences are
the students engaged in to demonstrate the learning
target’s knowledge and skills?
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate
effective classroom management at key points during
the lesson? Be sure to align all assessments with their corresponding learning experiences.
Both formative and summative assessment activities are to be included in this section. This includes those checks for understanding used
to assess comprehension during the lesson. For each objective statement there should be at least one corresponding assessment. A clear understanding of how the assessment activity assesses the learning targets should be evident. The formal assessment(s) should include the criteria/standard to know the objective has been obtained (e.g. rubric, IEP goals, % scores…). Teacher candidates can attach a copy of the rubric to the lesson plan. They are encouraged to include a copy of the actual
In this section, the sequence of steps in the lesson will be described. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, lessons need to be explicitly outlined. For example, an ITIP lesson sequence would include the following sequence: Objective & Purpose>Anticipatory Set>Input/Activity>Modeling> Check for Understanding>Guided Practice> Independent Practice. For a constructivist lesson: Objective & Purpose>Explore/Experiment>Hypothe- size/Explain>Report/Assess Sufficient detail is needed to see intention of the learning experiences. This includes: What you think might happen during the lesson.
Specific strategies to maintain student attention are included in this section. These strategies should be supportive, inclusive, provide for intrinsic motivation and help students become engaged in their own learning. Explanation of transition activities and/or procedures should be clear. Checks for understanding of directions and procedures are to be included in this column (e.g. What will happen next? How do we work with partners? What is the third step we need to follow? etc.). These should be in line or correspond with the sequence of events (This might mean considerable “blank” space in this column until a procedural check for understanding takes place.)
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assessment, too. If the corresponding assessment task does not take place during the lesson (such as a test), then teacher candidates are to include a statement that says when the assessment will take place later in the unit. All assessments are to be in line or correspond with the related learning experiences activities. (This might mean considerable “blank” space in this column until an assessment or a check for understanding takes place.)
What you will say as directions should be explicitly mentioned.
The various questions that you anticipate asking. It should be clear that the learning experiences are aligned with the objectives and assessment tasks. The sequence of lesson steps should reflect: Multiple approaches to learning that are responsive
to the description of students provided in the Classroom-Student Characteristics form.
Research and principles of effective practice. A transformative multicultural perspective.
Attempts to stimulate problem solving and critical thinking.
What does each co-teacher do before, during and after the lesson?
Teacher Candidate Mentor Teacher Paraprofessional(s) Other
What are the specific tasks that I do BEFORE the lesson?
Prepare all lesson teaching materials, connect presentation system.
Set out all student materials, arranges classroom so students able to work in triads.
Assists mentor teacher.
What are the specific tasks that I do DURING the lesson?
Concentrate on lesson pacing, leaving time for student reflection, monitoring all students.
Monitors and assists students, signal when time for lesson reflection.
Maintains lesson supplies.
What are the specific tasks that I do AFTER the lesson?
Self evaluation, complete lesson reflection. Completes written notes, prepares for debriefing.
Sets out supplies for next lesson
When, where and how will we debrief the co-teaching lesson?
Debrief will take place after school in classroom. Teacher Candidate will share lesson reflection. Focus will be on pacing and success of student reflection at the end of the lesson.
Grouping of Students for Instruction Instructional Materials, Resources and Technology
Explanation of how groups will be formed. Helps demonstrate if the grouping arrangements are appropriate for large and small group activities in the lesson.
A listing of materials for the activities, community resources that will be used, and needed technology for the lesson
Accommodations and Modifications Family Involvement Plan
More specific reference to accommodations and modifications that will be implemented in THIS lesson to accommodate the student diversity of the class. Individual student needs are clearly indicated.
Description of family involvement. If the lesson does not explicitly require family involvement, this section should describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be part of the plan.
Notes:
1. The Learning Targets (EALRs, GLEs, and Objectives), Assessment, and Learning Experiences are meant to flow together. Consider a “thinking path” from EALRs – GLEs –
Objectives – Assessment – Learning Experiences.
2. There is a need for “deep alignment” in Learning Targets, Assessment, and Learning Experiences. This includes consideration for content, context, and cognitive demand in the
planning process.
3. Teacher candidates are encouraged to include sufficient detail in order to demonstrate appropriate instructional thinking. Explanation of this thinking is to be provided in the Lesson
Plan Rationale.
Teacher candidates are reminded to consistently use the most current version of the Lesson Plan template which can be found on the Downloadable Forms Rack at
http://www.spu.edu/depts/soe/forms.asp.
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Lesson Plan Rationale For each lesson, please respond to the questions below on a separate piece of paper. If a
question is not relevant to your lesson or class, please indicate that the question doesn’t apply.
If you plan to address a question in a subsequent lesson, but not in this lesson, please indicate this next to the question.
Learning Target(s) a. How do the learning targets relate to EALRs, GLEs, state learning goals, district goals,
school goals, or classroom goals? b. How do the learning targets relate to previous and future lessons (explain or provide a
unit plan)? c. How do the learning targets incorporate a multicultural perspective? d. Why are the learning targets appropriate for all students in the class (highlight any
modifications for individual students)?
Assessment Strategy a. How does the assessment strategy accommodate students at different developmental or
achievement levels? b. How does the assessment strategy respond to differences in students’ cultural and
linguistic backgrounds?
Learning Experiences a. How have you demonstrated your understanding of students’ cultural backgrounds,
ethnicity, first language development, English acquisition, socioeconomic status (SES), and gender?
b. How do the experiences accommodate the learning needs of students with disabilities or 504 students?
c. How do the experiences incorporate multicultural perspectives? d. How do the experiences stimulate student problem solving and critical thinking? e. How do the experiences create an inclusive and supportive learning community? f. Describe the research base or principles of effective practice that form the basis of the
learning experiences.
Family Interactions a. Describe your plan for collaboration with families to support student learning. Your plan
must address how you will use personal contact (e.g., telephone, home visit, written correspondence) to communicate with families. Your plan for collaboration with families may extend beyond the specific lesson you are teaching for the observation and may incorporate plans that are part of the larger unit of instruction. (Prior to the observation of your teaching, provide your evaluator with copies of any materials you plan to use in your planned interactions with families.)
Positively Impacting Student Learning a. What evidence can you provide that you have positively impacted student learning
through this lesson?
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Dispositions Assessment
Summary*
School of Education Mission Statement
To prepare educators for service and leadership in schools, communities,
the nation and the world by developing their professional competence and
character through the framework of Christian faith and values.
Candidate’s Name _____________________________
Program (Undergrad/Post-Bac; MAT; ARC) _____________________________
Evaluator (include relationship to candidate) _____________________________
Quarter / Date _____________________________
SERVICE LEADERSHIP COMPETENCE
Caring and Nurturing
Professional Responsibility
Positive Engagement Disposition Score Disposition Score Disposition Score
Encourages diversity and is culturally responsive
Engages in professional improvements
Exhibits task oriented communication
Demonstrates empathy, caring and compassion toward self and others.
Exhibits professional behaviors
Listens actively
Demonstrates the ability to effectively listen for both content and feelings
Respects self and others
Contributes to positive climate
Encourages and assists others in coming up with their own best solutions to problems
Exhibits effective communication
Exhibits positive approach to problem solving
Values and encourages the uniqueness of self and others
Exhibits effective planning
Demonstrates flexibility
Validates others’ feelings and provides comfort
Demonstrates ability to multitask
Communicates with mentor regarding absenteeism
CHARACTER
Reflective Learner
Ethical Character
Disposition Score Disposition Score
Disposition Score
Self reflects Exhibits honesty/
integrity
Maintains confidentiality
Exhibits intellectual curiosity
Exhibits good moral character and personal fitness
Exhibits professional conduct in the educational setting
Exhibits use of humor appropriately in the classroom
Is able to keep personal problems/issues out of the classroom
Demonstrates a strong work ethic
*Adapted, and used with permission, from the Education Division Dispositions Evaluation Rating Scale developed by St. Martin’s College, Lacey WA.
9-10 Exemplary
7- 8 Proficient
5-6 Adequate
3-4 Improving
1-2 Needs Improvement
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Example Template – Full–Time Teaching Lesson Plan Format
A format similar to the one below is suggested for full-time teaching, or the teacher candidate
may choose to use a traditional teachers’ plan book. Long lesson plan forms may always be used
for planning lessons needing more detail. Long lesson plans are also required for Showcase
Lessons. A form such as this should be used with the university coordinator’s and the mentor
teacher’s consent. You can set up a table on your own computer.
This example is for a math teacher candidate teaching five periods a day.
Week of ____________________________
Period 1
8:05 – 8:55 Period 2
9:00 – 9:50 Period 3
9:55 – 10:45 Period 4
10:50 – 11:40 Lunch
11:45 – 12:35 Period 5
12:40 – 1:30 Period 6
1:35 – 2:25
Monday
Tuesday
Wednesday
Thursday
Friday
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Draft Professional Development Plan
The following Draft Professional Development Plan is based on the Washington State Professional Teaching Certificate. The professional certificate requires successful demonstration of three standards (effective teaching, professional development, and professional contributions) and 12 criteria, pursuant to WAC 181-78A-540, related to these standards. These can be accessed via the online forms rack on the School of Education website. When you prepare for the professional certificate, you will be asked to document evidence that you have met each standard. Wherever appropriate, you will need to provide evidence that your teaching has had a positive impact on student learning as defined in WAC 181-78A-010(8).
WAC 181-78A-010(8) Definition of terms – “Positive Impact on Student Learning” "A positive impact on student learning" means that a teacher through instruction and assessment has been able to document students' increased knowledge and/or demonstration of a skill or skills related to the state goals and/or essential academic learning requirements.
To help you write your draft professional development plan for your residency teaching certificate, choose at least seven criteria from the Professional Certificate standards based on the following distribution:
four criteria from standard one (Effective Teaching) criterion 2a and at least one other criterion from standard two (Professional Development) at least one criterion from standard three (Professional Contributions)
Complete this form by indicating what you will do to document your growth in these seven areas. Indicate either the frequency with which you will carry out the activity or a target date for having completed the activity. Be sure to describe the professional development activity and how you will demonstrate that you have positively impacted student learning. An example is provided below.
Note: This is a reflective, professional development process that should be on-going throughout your career.
Professional Standard / Criteria
Professional Development Activity
Observable Evidence of Positively Impacting
Student Learning
Effective Teaching Demonstrate the knowledge and skills which ensure student learning.
1g
Inform, involve, and collaborate with families and community members as partners in each student’s educational process, including using information about student achievement and performance.
I will email parents to report positive behavior or achievement progress once a month for each student. I will schedule special conferences as needed (in addition to the regular teacher/parent interviews) with families if a particular concern of academic achievement would be best handled in a personal meeting as opposed to over the phone. I will document student progress as follow-up to all special conferences. I will then report this information to the parents not more than two weeks later.
The regular documentation of student progress will help demonstrate the impact of my instruction on student learning. From these records I will be able to note achievement progress or when to schedule special conferences due to achievement concerns.
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Draft Professional Development Plan for _______________
Date: _________________
Professional Standard / Criteria
Professional Development Activity
Observable Evidence of Positively Impacting
Student Learning
Effective Teaching Demonstrate the knowledge and skills which ensure student learning.
1a
Use instructional strategies that make learning meaningful and show positive impact on student learning.
1b
Use a variety of assessment strategies and data to monitor and improve instruction.
1c
Use appropriate classroom management principles, processes and practices to foster a safe, positive, student-focused learning environment.
1d
Design and/or adapt challenging curriculum that is based on the diverse needs of each student.
1e
Demonstrate cultural sensitivity in teaching and in relationships with students, families, and community members.
1f Integrate technology into instruction and assessment.
1g
Inform, involve, and collaborate with families and community members as partners in each student’s educational process, including using information about student achievement and performance.
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Professional Development Demonstrate the knowledge and skills which ensure professional development.
2a Evaluate the effects of your teaching through feedback and reflection.
2b
Use professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities.
2c
Remain current in subject area(s), theories, practice, research and ethical practice.
Professional Contributions Demonstrate professional contributions to the improvement
of the school, community, and the profession.
3a
Advocate for curriculum, instruction, and learning environments that meet the diverse needs of each student.
3b
Participate collaboratively in school improvement activities and contribute to collegial decision-making.
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Notebook Organization – Undergraduate/Post-Baccalaureate Secondary, MAT, ARC
teacher candidates Please use a 3”, three-ring binder to keep your internship material current. Keep this binder at school every day so it is always available whenever the coordinator visits.
Section 1: SPU Information ____ Coordinator Information ____ Observations sheets completed by SPU Coordinator ____ Internship Calendar ____ Internship Requirements Checklist ____ Internship Site Introduction Form ____ Daily Lesson Plan Blank Forms and weekly Lesson Plan Blank Forms (if needed)
Section 2: School Site Information ____ School Map and information ____ School Schedule ____ Weekly Schedule of Teacher candidate ____ Classroom Management Plan ____ School Emergency Plan
Section 3: Course Overviews ____ Course Overview for course preparation one ____ Course Overview for course preparation two ____ Course Overview for course preparation three
Section 4: Unit Plans ____ Unit plan for course preparation one ____ Unit plan for course preparation two ____ Unit plan for course preparation three
Section 5: Lesson Plans – Course Preparation One ____ Seating Chart for Preparation 1 (taped to inside of divider and facing the lesson plan for the day.) ____ Lesson Plan for today ____ Lesson Plan for yesterday with completed self-evaluation ____ Keep all lesson plans with the most current at the front
Section 6: Lesson Plans – Course Preparation Two ____ Seating Chart for Preparation 2 (taped to inside of divider and facing the lesson plan for the day.) ____ Lesson Plan for today ____ Lesson Plan for yesterday with completed self-evaluation ____ Keep all lesson plans with the most current at the front
Section 7: Lesson Plans – Course Preparation Three ____ Seating Chart for Preparation 3 (taped to inside of divider and facing the lesson plan for the day.) ____ Lesson Plan for today ____ Lesson Plan for yesterday with completed self-evaluation
Section 8: Future unit plans and material preparation ____ Course Preparation 1 ____ Course Preparation 2 ____ Course Preparation 3 Section 9: Career Development ____ Letters of Recommendation from your supervising teachers ____ Job fair information; Placement file information ____ Resume development
If you teach the same content more than one period, insert a sheet that says “See Period #__” indicating the period of the first teaching in lieu of multiple copies of each daily plan. Additional course preparations will call for additional dividers. As the internship progresses, it may be necessary to place your preparations in an additional binder or file folders.
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